The State of Education 2013cache.media.education.gouv.fr/file/etat23/57/9/DEPP_EE_23_2013... · Catherine Moisan Paul Esquieu Benjamin Beaumont Linda Ben-Ali Gérard Briaud Agnès

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n° 23 – October 2013

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The State of Education

The consultation launched in 2012 has allowed the government to introduce guidance and planning law,finally adopted and approved on 8 July. It sets the broad objectives of rebuilding Education: raising thelevel of knowledge, skills and culture of all children, reducing social and regional inequalities, reducing thenumber of unqualified school leavers.

It will take time and perseverance to accomplish this great task, which covers primary school, schooltimetables, curricula, the common base of knowledge, skills and culture, priority education and initial andcontinuing education of teachers, which will be provided by the new colleges of education (

This new edition of the State of Education

We must work together to improve the performance of our education system and of our pupils and students;we must translate into concrete form the ambitions of rebuilding Education of the Republic in terms ofraising the level of all pupils and students and reducing educational, social and territorial inequalities.

Preface

Vincent PeillonMinister of National Education

George Pau-LangevinMinister in charge of Educational Success

Since its first edition in 1991, reports on key indicators to analyse our education system and assess the impact ofpoliciesimplemented.Theworkpresentedinpreviouseditionsonlearning,schoolleaversandaccesstohighereducationhavelargelyfuelledthe debate on which the July 2013 guidance law is based.

Structured around the means used, conditions of schooling and pupil and student results, this 23rd edition highlights some developmentsandprovidesinternational comparisons.Ithighlightstheeffortsandtheprogressstill tobemade,particularly intermsof inequalitiesrelatedto social background of pupils and students.

Based on a complementary approach to assessment reports or international studies, this new edition should help provide information tosupport action for the success of all pupils and students.

In 2012, France invested €139.4 billion in its education system (Metropolitan France + overseas departments), which represents a sum of€2,130 per capita or €8,330 per pupil or student.

The share of domestic expenditure on education (DEE) in national wealth (GDP) significantly increased in the early 1990s, to reach 7.6% from1993 to 1997,against 6.4% in 1980.This growth was mainly due to the considerable effort made by local authorities as well as the upgrading ofteachers’ pay. From 1998 to 2008, this share steadily fell to return to 6.7% of GDP, with GDP showing a stronger increase than DEE (21.4%comparedto8.4%).In2009,partlyduetotheimpactofrecession,theshareofDEEinGDProseto7.0%andremainedstablein2010.Downto6.8%in2011,itincreasedagainin2012andreached6.9%ofGDP,followingaslightincreaseintheDEEinconstanteuros(+0.4billion) .

Since 1980,expenditure on education has increased by 87% in constant prices,due less to the growth in the number of pupils and studentsthan to the cost of each pupil During that period, costs per primary school pupil (+ 79.3%) and secondary school pupil (+ 62.1%) have risenmore sharply than for a student (+ 43.2%).Although these respective rhythms have tended to change in recent years,with a faster increase inper-student spending in 2012 and 2011,average expenditure in primary education is the only one not to have fallen,in constant euros,unlikeexpenditure in secondary and higher education.

In comparison with the main developed countries, France still showed education spending proportionate to GDP that is equivalent to theOECD average (6.3% excluding continuing education) and much lower than average expenditure per pupil in primary education but aboveaverage in secondary education, especially in lycées. Since 2008, spending per student is France falls within the OECD average, for annualexpenditure and cumulative expenditure over the average duration of higher education .

If the proportion of higher education in total education spending has grown since 1980 , this is primarily due to the increase instudent numbers.Unit costs have however increased to a lesser extent than in school teaching,at least until the mid-2000s.Resumed higherspending in higher education has however been clearly engaged and spending per student in 2012 clearly exceeded the average observed fora secondary school pupil (€11,740 compared to €9,620).The cost of a university student nevertheless remained lower than the cost of a lycéepupil (€10,940 compared to more than €11,500).

Central governmentcoversadecisiveshareof education funding -58.5%in 2012,of which53.5%fortheDepartmentof National Education andfortheDepartmentof HigherEducationandResearch.Itsbudget isprimarilyusedtopaystaff.Local authoritiescontributedtoalmostaquarterof “initial” funding of education in 2012 as opposed to 14.2% in 1980.This share,which rose in successive bursts linked to decentralisation, is

The state of Education no. 23 [2013]4 I 5

Presentation

highest (38.9%) in primary education,where communes take charge of non-teaching staff costs as well as schools’ operating and investmentexpenditure .

Primaryschool education experiencedaclear improvementin pupil-to-teacherrates,althoughthisdidnotcontinueafter2003 .Secondary education, which has relatively high resources compared with similar countries, however suffered a strong fall in teaching staffnumbers in the period covering 2003-2012 not directly related to changes in pupil numbers . In lycées,half of education is nowprovided in the presence of small student groups .

For three decades, our education system experienced profound quantitative change linked to the nursery school boom, general access tosecondaryeducationinthe1960sand1970sandthemassiveinfluxof collègepupilsfrom themid-1980stotakethegeneral,technological orvocational baccalauréat before going on to higher education.

Moreover, France has enjoyed two decades of significant demographic recovery: in recent years, there have been around 820,000 annualbirths compared to only 750,000 in the mid-1990s.Largely attenuated in primary school by the simultaneous reversal of enrolment at the ageof two between 2000 and 2012 ,this trend is now spreading to secondary education and,in particular,collèges where enrolmentnumbers increased by 90,000 between 2009 and 2012.The school population is again on the increase and this trend will continue for the nextfew academic years.

Education has allowed young generations to reach levels of education that are clearly higher than those of their predecessors.The objectiveannounced in the mid-1980s to bring 80% of a generation in the last year of upper secondary education to baccalauréat level led to a specta-cular increase-morethan 30points in onedecade-in theaccessrateattheendofsecondaryeducation.ThisprogresshasallowedFrancetocatch up on other developed countries.This increase in the levels of training has gone hand in hand with a democratisation of our educationsystem. Collèges, then lycées, have steadily opened to all. Among generations of young people born in the late 1980s, 57% of working classchildren passed their baccalauréat and were often the first in their family to do so. They were just over 20% in the 1960s .

The restructuring of vocational training now allows pupils to study for a vocational baccalauréat in three years .In the 2010 and2011 academic years,students from the former course (BEP plus two years to prepare the baccalauréat) and students from the new course,whichreducespreparationtothreeyears,reachedtheirfinalyearofuppersecondaryschoolatthesametime.Intheseconditions,theaccessrate to level IV leapt,firstly by 7 points in the 2010 academic year,then by 8 points in 2011 (rising from 71% to 78% then 86%) .Inthe process,the proportion of baccalauréat graduates in a generation has experienced a similar rate of growth:starting from 65% in 2010,itapproached 72% at the 2011 session and 77% in 2012 .This trend ended after the transition phase,but access to level IV(79% inSeptember 2012) and the proportion of baccalauréat graduates (73% in the 2013 session) remain significantly higher than before,especiallyin vocational education ).

The total length of time spent in an educational institution, from nursery school to the end of higher education, has however stabilised tobelow 19 years .Although practically all generations now reach collège,after having shown pronounced enthusiasm in the late1980s for general education,collège pupils are now looking more to vocational training,in particular agricultural and through apprenticeship

.New baccalauréat graduates,just over half of whom graduated in the general streams,tend to opt for short vocational coursesrather than long university courses.

At the Lisbon summit in March 2000,the European countries agreed to promote a society and economy founded on knowledge.In particularthey set themselves the objective of reducing the number of under-qualified persons “at risk of economic and social exclusion”.The EuropeanCommission observed that

France is no exception to this form of educational failure. According to the Employment survey, 16% of young people, completed theirsecondaryeducation withoutaqualification (CAP,BEPor baccalauréat).Thisproportion ishowever much lower than the30%of young peoplewho were in that situation in the early 1980s . Another European Commission benchmark is the so-called “early leavers”indicatorwhichmeasurestheproportionofyoungpeopleaged18to24whohaveneithersuccessfullycompleteduppersecondaryeducationnortrainingduringthepreviousmonth.ForFrance,thefigurewascloseto12%in2012 ,withaEuropeanobjectivesetat10%.

Withregardtopupilandstudentachievement,nationalorinternationalassessmentscontinuetoshowhighinequalityinthemasteryofbasicskills, which is appreciable from primary school and is rarely overcome during secondary education.

Proficiency in the common base was assessed in May 2012, for French language, mathematics and science. Ranging from 70% to 80%,dependingontheeducational levelandtherelativecoverage,itprovedtobemuchlowerforpupilshavingrepeatedayear,withavariationthatexceeded 40 points in the primary education and 30 points in lower secondary education .

Within the framework of the subject assessment cycle on a sample (CEDRE), the resumption, in 2012, of 2006 testing of pupils’ skills inHistory-Geography-Civic Education in the last year of lower secondary education showed a comparison of their performance at six yearintervals.Asinthepreviousyearinlanguages,itrevealedlowerstandards,withmorepupils indifficultyandfewerhighlyskilledstudents.Theanalysis of the results of four groups of collèges with varying socio-educational contexts shows that the decline in performance is morepronounced for the most deprived schools .

The international PIRLS survey conducted every five years among pupils in their fourth year of compulsory education (CM1 for France) toevaluatereading proficiencyshows,in 2011asin 2006and2001,thatFrancestill takesmediocreranking abovetheaveragescoreobservedinall 58 countries, but is below the European and OECD average. Another constant factor: lack of confidence in their abilities expressed byFrench pupils, who tend, more than elsewhere, to refrain from answering and not complete the proposed tests .

Reading skills of young people aged around 17 are assessed during theJournées défense et citoyenneté (JDC,Defence and Citizenship days).They show, in recent years, that about 80% of young French people are proficient readers. The percentage of young people in difficulty hasdecreasedslightlyinrecentyears,alittlemoresharplyamongboyswhostilloutnumbergirlsexperiencingreadingdifficulties

6 I 7 The state of Education no. 23 [2013]

Persistent social inequalitiesAsshowninmanystudiesinrecentdecades,thesocialenvironmentremainsinstrumental ineducationalsuccess.Thus,only57%ofchildrenborn to blue-collar and white-collar workers obtain the baccalauréat, against 85% of children of managers .

Social inequalities are also evident in the pupils’educational pathways.Children of blue-collar workers and unemployed people account foralmost three quarters of the population received in Éclair schools .They are less proficient in basic skills and less often enrolledin pathways leading to long higher education than children of managers .

Repeat years,now recognised as an unfair and often ineffective practice,are also a source of inequality.Their sharp decline,which began inelementary education,has been extended to lower and upper secondary education.In 1980,the repeat year rate at the end of education was37%.Itisnowonly12%.Therepeatyearrateinthefirstyearoflowersecondaryeducation,morethan10%until2000,isnowbelow5%,whileinthe first year of upper secondary education, it has fallen from 17% to less than 10% in the past twenty years. However, here too, there areobvious inequalities:20% of pupils enrolled in the Éclair system arrive in the first year of lower secondary education at least one year behind,against 11% outside priority education .

In addition,gender inequalities are also very marked.Young women have a higher level of education than men and the gap has continued towiden over the past two decades . However, their presence in lycée varies according to the streams: the vast majority are inliterary, tertiary, medical and social streams, and they are the minority in the scientific and industrial streams.

Data on student pathways,collected in the State of Higher Education and Research,show that these inequalities extend beyond the bacca-lauréat.Thus,achildofablue-collarworkerishalfaslikelyasachildofamanagerorteachertogainahighereducationdiploma.Theimpactiseven stronger given that young people leaving school without qualifications are the hardest hit by rising unemployment. Their situationbecomes particularly worrying in the current situation that sees their unemployment rate approaching 50%,a few years after the end of theirstudies:nearly47%in2012againstjustover20%forallyoungpeoplehavingleftinitialeducationonetofouryearspreviously .

These findings show the need to take care of pupils in difficulty right from primary education,as they tend later to become the lowest-skilledand experience particularly precarious conditions in accessing their first job.

For the 2012 academic year, total pupil, apprentice and student numbers in the public and private sectors in Metropolitan France andoverseasdépartements(DOM)reachedatotalof15.2million,includingMayotteasanewFrenchdépartementsince31stMarch2011.Withanincrease of 50,000 at constant perimeter, the 2012 academic year confirmed the trend started in 2009.

The trends recorded vary according to the level of education. In primary education,enrolment figures increased slightly in September 2012:unlike the previous academic year,the slight decrease in pre-elementary education,which experienced a further decline in the enrolment ofchildren aged two, was more than offset by an increase of more than 13,000 students in elementary education.

Secondary education showed a slight increase in its numbers in September 2012 in National Education schools. It mainly affected collègesthat showed the effects of demographic recovery that began in the late 1990s.Upper secondary education showed contrasting fortunes:theincrease in general and technological lycées was largely offset by a significant decline of 37,000 students in vocational education, wherestudents can now study for the baccalauréat in three years instead of four previously.

When including other forms of education,that is to say,pupils in general and vocational adapted education (Segpa) and pupils in agricultural,healthandapprenticeinstitutions,totalenrolmentinsecondaryeducationshowedanoveralldeclineofmorethan8,000inSeptember2012.

Highereducationin2012oncemoreshowedanetincreaseinthenumberofstudents(+1.5%),whichalsoappliedtoapprentices(+1.9%).

All primary and secondary pupils (includingspecial needs education), apprentices, university and non-universitystudents, in the public and private sector in Metropolitan France andoverseas départements (including Mayotte as from 2011).

8 I 9

The school population

The state of Education no. 23 [2013]

(base 100 in 1995)Metropolitan France + DOM excluding Mayotte, public and private

Sources: MEN-DEPP and MESR-DGESIP-DGRI SIES

(Metropolitan France + DOM, excluding Mayotte before 2011, public and private)

1980-1981 1990-1991 2000-2001 2005-2006 2010-2011r2011-2012excludingMayotte

2011-2012rincludingMayotte

2012-2013pincludingMayotte

Primary, Department of National Education 7,396.3 6,953.4 6,552.0 6,624.6 6,664.3 6,657.7 6,710.7 6,718.9

Pre-elementary 2,456.5 2,644.2 2,540.3 2,612.0 2,539.1 2,545.0 2,561.8 2,557.0

Elementary (CP-CM2) 4,810.0 4,218.0 3,953.0 3,962.0 4,080.8 4,067.6 4,102.1 4,115.7

ASH 129.8 91.2 58.7 50.5 44.3 45.1 46.8 46.2

Secondary, Department of National Education 5,309.2 5,725.8 5,614.4 5,485.4 5,353.2 5,384.5 5,415.6 5,422.0

Lower secondary 3,261.9 3,253.5 3,290.9 3,139.0 3,126.4 3,165.9 3,185.2 3,216.7

Vocational upper secondary 807.9 750.0 705.4 724.0 705.5 691.1 694.7 657.5

General and technological upper secondary 1,124.4 1,607.6 1,501.5 1,512.9 1,425.7 1,433.1 1,440.0 1,452.2

Adapted secondary education programme (Segpa) 114.9 114.6 116.6 109.5 95.6 94.5 95.8 95.6

Agricultural secondary (1) 117.1 116.2 151.3 154.9 149.9 153.3 153.6 147.5

Schooling in medical institutions (1) 96.2 88.2 81.4 76.3 71.5 72.6 72.6 72.8

Apprentice training centre (2) 244.1 226.9 376.1 395.6 433.5 442.9 443.3 448.4

Apprentices in secondary education 225.4 219.0 314.7 315.2 314.9 313.1 313.4 305.0

Apprentices in higher education 0.0 1.3 51.2 70.6 111.4 122.9 122.9 136.7

Pre-apprenticeship in CFA 18.7 6.6 10.2 9.7 7.2 6.9 6.9 6.7

Higher education (3) 1,184.1 1,717.1 2,160.3 2,283.3 2,319.6 2,350.6 2,350.9 2,386.9

General total 14,346.9 14,827.5 14,935.4 15,020.1 14,992.1 15,061.7 15,146.7 15,196.5

Total pupils in primary education (4) 7,482.9 7,032.8 6,625.2 6,693.3 6,728.6 6,723.1 6,776.1 6,784.4

Total pupils and apprentices in secondary education (4) 5,680.0 6,076.4 6,098.8 5,972.9 5,832.4 5,865.2 5,896.9 5,888.5

Total students and apprentices in higher education 1,184.1 1,718.4 2,211.4 2,353.9 2,431.0 2,473.5 2,473.8 2,523.6

(r) Revised figures (without double counting between MEN and healthcare institutions).

(p) Provisional data.

(1) No double counting with the Department of National Education. For institutions controlled by the Department of Health, double counting has only been identified since 2008.

(2) Provisional data for 2012.

(3) No double counting of engineering and IUT training in INP, UT and “grands établissements”.

(4) All departments combined. Pupils enrolled in medical and educational and hospital facilities were divided 90% and 10% between primary and secondary school respectively.

Source: MEN-MESR DEPP and MESR-DGESIP-DGRI SIES

10 I 11 The state of Education no. 23 [2013]

In view of trends in the school population,the number of schools reveals a downward trend in primary schools (just below 53,000 nursery andelementaryschoolsin2012asopposedto69,000in1980)andrelativestabilityinsecondaryeducation(justover11,000collèges,professionallycées and lycées, public or private).

The reorganisation of the priority education policy has led to classifying around 8,000 establishments either in the Éclair programmes or“réseaux de réussite scolaire” networks. The former included 301 collèges and 2,139 schools for the 2012 academic year.

Primary schools Metropolitan France + DOM, public and private

1980-1981 1990-1991 2001-2002 2010-2011 2011-2012excluding Mayotte

2011-2012including Mayotte


PublicNursery schools 15,996 18,829 18,448 16,056 15,621 15,686 15,435Elementary schools 45,664 39,009 34,279 32,466 32,323 32,453 32,237

Total 61,660 57,838 52,727 48,522 47,944 48,139 47,672PrivateNursery schools 363 419 245 133 122 129 123Elementary schools 6,663 5,966 5,395 5,143 5,137 5,150 5,142

Total 7,026 6,385 5,640 5,276 5,259 5,279 5,265Total public and private 68,686 64,223 58,367 53,798 53,203 53,418 52,937

Secondary schools

1980-1981 1990-1991 2001-2002 2010-2011 2011-2012excluding Mayotte



PublicCollèges (CES, CEG) 4,891 5,019 5,139 5,253 5,252 5,270 5,274Vocational lycées (LEP,CET) 1,353 1,362 1,096 973 957 960 942Lycées (LEGT) 1,134 1,294 1,527 1,576 1,578 1,584 1,587EREA ng 82 80 80 79 79 79

Total 7,378 7,757 7,842 7,882 7,866 7,893 7,882PrivateCollèges (ESC, CC) 1,757 1,814 1,802 1,765 1,776 1,776 1,777Prof. lycées (LEP, ETC) 978 809 650 664 670 670 660Lycées (EST, ET, ES) 1,194 1,290 1,094 1,064 1,077 1,077 1,065EREA _ _ _ _ _ 1 1

Total 3,929 3,913 3,546 3,493 3,523 3,524 3,503Total public and private 11,307 11,670 11,388 11,375 11,389 11,417 11,385

Metropolitan France + DOM, public sectorEclairsystem

Réussite scolairenetworks

Primary schools 2,139 4,457Collèges 301 781

Schools and qualifications

In 2012,the Department of National Education awarded a total of over 1.5 million diplomas to its collège and lycée pupils:more than 660,000national “brevet”diplomas to pupils in “troisième”(last year of collège) and more than 600,000 baccalauréats in the three streams - general,technological and vocational - to which were added around 300,000 level V vocational diplomas (CAP and BEP).

Much lower than the 1970s or 1980s, the growth in the number of qualifications recorded since 1990, which varies according to the level, isfirstly explained by the general upward trend in education levels. Whereas the number of pupils passing the CAP, reduced by half between1990 and 2006, has returned to growth since, the vocational baccalauréat has continued to develop since it was created, in the mid-1980s.This trend was accentuated in 2011and 2012:Benefiting from the simultaneous arrival of lycée pupils having prepared the vocational bacca-lauréat in three or four years, it had more than 190,000 graduates in 2012 as opposed to 25,000 in 1990.

Somewhat slowed down in recent years due to lowering demographic trends, the number of qualifications awarded is reinforced by therelativelygeneral trendin theincreasedpassrate:since1990,it increasedby8pointsfortheBEPand12pointsforthebrevet,about14pointsfor the baccalauréat (excluding vocational, down in 2012), and more than 18 for the CAP.

Metropolitan France + DOM

1990 1995 2000 2009 20102011

excludingMayotte

2011includingMayotte

2012includingMayotte

Brevetsitting 803,156 805,317 771,589 736,836 747,702 760,540 764,630 780,545

passes 584,453 592,153 601,110 609,425 624,012 634,647 637,640 661,141pass rate (%) 72.8 73.5 77.9 82.7 83.5 83.4 83.4 84.7

CAPsitting 415,825 363,355 287,945 181,182 189,277 215,822 216,744 215,809

passes 269,798 260,673 215,623 146,855 154,265 178,751 179,564 180,133pass rate (%) 64.9 71.7 74.9 81.1 81.5 82.8 82.8 83.5

BEPsitting 230,625 284,770 285,799 228,102 206,684 165,277 165,976 163,101

passes 161,811 188,224 208,559 170,536 156,980 125,072 125,499 127,507pass rate (%) 70.2 66.1 73.0 74.8 76.0 75.7 75.6 78.2

General baccalauréatsitting 332,638 382,310 339,380 322,576 320,597 320,548 321,569 327,960

passes 250,864 287,046 271,155 286,762 279,751 283,121 283,821 293,837pass rate (%) 75.4 75.1 79.9 88.9 87.3 88.3 88.3 89.6

Technological baccalauréatsitting 169,406 183,154 193,107 164,894 163,585 156,201 157,239 150,406

passes 115,808 138,267 152,778 131,602 133,431 128,832 129,472 125,121pass rate (%) 68.4 75.5 79.1 79.8 81.6 82.5 82.3 83.2

Vocational baccalauréatsitting 33,095 90,716 117,019 138,243 137,033 185,083 185,824 243,423

passes 24,602 65,936 92,617 120,728 118,586 155,502 156,063 190,899pass rate (%) 74.3 72.7 79.1 87.3 86.5 84.0 84.0 78.4


Activities ResultsCosts

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29 p. 70

30 p.72

Contents

n2012,domesticexpenditureoneducation(DEE)reached €139.4 billion, 6.9% of the national

wealth (GDP). For education, thenation, all fundersput together, made a major financial effortamounting to €2,130 per capita or €8,330 per pupilor student.

International comparisons only show the ratio ofexpenditure dedicated to initial training (excludingcontinuing training) to national GDPs. In 2010,France was in the OECD average (6.3 %), below theUnited States, Finland, Sweden and the UnitedKingdom, but well above Spain, Japan and Italy.

Between 1980 and 2012, education spending grew,on average, slightly faster than national wealth(+2.0% instead of +1.8% per year), but its share ofGDP fluctuated. In the 1980s, it rose from 6.4% to6.8% in 1982 to return to 6.5% in 1989. These yearscorrespond to the introduction of decentralisationlaws. After 1989, the share of DEE in GDP stronglyincreased to reach 7.6% from 1993 to 1997, anincrease mainly due to the major efforts by localauthorities as well as the pay review for teachingstaff. From 1998 to 2008, this share steadily fell toreturn to 6.7% of GDP, with GDP showing a strongerincrease than DEE (21.4% compared to 8.4%). In2009, partly due to the impact of recession, theshare of DEE in GDP rose to 7.0% and remainedstablein2010.Itfell to6.8%in2011,increasedagainin 2012 and reached 6.9% of GDP, following a slightincreaseintheDEEinconstanteuros(+0.4billion).

ThegrowthofDEEsincethe1980sisexplainedlessby the increase in the number of pupils than by thecost of each pupil,which,for all levels put together,increased over the period 1980-2012, by around

1.8% per year at constant prices (taking intoaccount breaks in series in 1999 and 2006).Severalfactors explain this rise: growing weight ofsecondary education and higher education,improved primary school pupil-to-teacher ratioand the reform of teachers’ status. Althoughaverage expenditure per pupil in primary andsecondary education grew in large proportions(79.3% and 62.1% respectively), average expen-diture per student in higher education onlyincreased by 43.2%, as the strong increase innumbers absorbed the largest share of theincreased credits dedicated to higher education.

Almost three-quarters of spending went to staffexpenditure paid by the State, which thus made adecisivecontributiontofundingDEE:58.5%in2012of which 53.5% for the MEN and MESR. Localauthorities paid for 24.5 % of initial total funding.Their share increased in secondary and highereducation as of 2006, in particular owing to thetransfer to départements and regions ofnon-teaching staff (TOS - technicians, operatorsand service staff) in secondary schools and newareas of competence devolved to the Regions interms of medical and social training. Households’contribution amounted to 7.9%.�

:– integration of overseasdépartements (DOM);– new evaluation of social securitycontributions linked to staffwages;– re-evaluation of householdexpenditure.As of 2006, the organic law bearingon finance laws (LOLF) modifiedthe State’s budgeting andaccounting rules. In education,this namely led to changes insocial security contributions: theywere re-evaluated and allocatedto the civil service payroll. Initialfunding: funding before transfersbetween the various economicplayers . This therefore representsthe real costs borne by eachplayer.Final funding: notion that studiesthe relationship between the finalfunder and either the producer orthe education activity.

Sources: MEN-MESR DEPPFor international comparisons: OECDCoverage: Metropolitan France + DOMexcluding Mayotte, public and private

Costs


Multiplied by 1.87 since 1980, domestic expenditure on education

represented 6.9% of GDP in 2012, i.e.:

– €139.4 billion,

– €8,330 per pupil or student,– €2,130 per capita.

01

Education expenditure 01

2012p: provisional dataInterpretation: this graph presents two breaks in series:in 1999 due to the restructuring of the Education Account (Metropolitan France + DOM) ;in 2006 break due to changes in the State’s budgeting and accounting rules (LOLF).

03 Trends in average expenditure per pupilat 2012 prices (1980-2012) in euros

Metropolitan France + DOM, excl. Mayotte

Source: MEN-MESR DEPP

1980 2000 2010 2011 2012pDomestic expenditure on education (DEE) (1)at current prices (in billions of euros) 28.5 104.9 136.2 136.9 139.4at 2012 prices (in billions of euros) 74.4 129.9 140.0 139.0 139.4DEE/GDP as % 6.4 7.3 7.0 6.8 6.9DEE/capita at 2012 prices (in euros) 1,380 2,140 2,130 2,160 2,130Average expenditure per pupil (1)at current prices (in euros) 1,760 6,200 8,200 8,210 8,330at 2012 prices (in euros) 4,600 7,670 8,440 8,340 8,330Structure of initial funding (as %) (2)State 69.1 65.2 59.0 58.7 58.5

of which MEN – 60.9 57.4 53.9 53.8 53.5Local authorities 14.2 19.9 24.4 24.3 24.5Other public administrations and CAF 0.4 2.1 1.8 1.9 2.1Business 5.5 5.4 6.8 7.0 7.0Households 10.8 7.4 8.0 8.1 7.9

2012p: provisional data(1) The re-evaluation of the DEE (see methodology opposite) is applied to the entire period1980-2012.Average expenditure per pupil was reassessed only after 1999.(2) Initial funding: see methodology opposite.

01 Education expenditure(including apprenticeship)



Interpretation: in 2012, DEE amounted to 139 billion euros (curve with scale on right).This represents 6.9% of GDP (bar chart with scale on left).

02 Trends in domestic expenditure on education (DEE)and its share in GDP (1980-2012)



04 Education expenditure (initial training)in relation to GDP (2010)

Source: OECD Education at a Glance, 2013

n 2012, education expenditure for primaryeducation (elementary and pre-elementary,

special needs, schooling of disabled pupils andrelated activities) represented €40.5 billion.

Local authorities funded 38.9% of this spending,mainly communes which paid for non-teachingstaff wages (territorial workers specialising innursery schools - ATSEM - and others), as well asschool operating and investment costs. Personnelcosts represented 72.2% of total expenditure,including 22.8% for non-teaching staff.

From1980to1992,theshareofeducationspendingdedicated to primary education had continuallyfallenfrom28.9%to26.4%,beforesteadilygrowingto reach 29.0% in 2012. Since 1980, total expen-diture for primary education therefore rose by88.0% at constant prices, i.e. slightly more thandomestic expenditure on education (87.3%).

From 1980 to 2012, while the number of pupils inprimary education was falling or stagnating andteachers’ career status upgraded (creation of the“professeurs des écoles” status), spending for aprimary school pupil rose, at constant prices, from€3,050 to €6,010, i.e. a 79.3% increase, or, onaverage, 1.8% per year (taking into account breaksin series in 1999 and in 2006). In recent years, thisrate has however slowed down (since 2006, 0.5%per year on average). In 2012, as in 2011, averagespending in primary education did not fall, inconstant euros, in contrast with spending insecondary and higher education.

International comparisons of average costs perelementary school pupil show that, in 2010, Francewas still below the OECD average, well belowcountriesliketheUnitedStates,SwedenorAustralia.

In the 1980s and until 1997, the gap betweenaverage annual expenditure per pupil inpre-elementary and elementary school has beenclearly reduced, thanks to growth in the number ofteachers per pupil and the strong increase incommunes’ staff expenditure in pre-elementaryschool. It reached €4,590 in 1997. Since 1998, thecost per elementary pupil has once again risenabove the cost per pupil in pre-elementary schoolby about 4.7% in 2012.

From 1990 to 2012, the cost of theoretical primaryeducation (3 years in pre-elementary and 5 years inelementary) without repeating a year or shorteningthe cycle rose by 60.8%,from €29,660 to €47,680 (inconstant euros).�

Domestic expenditure for primaryeducation includes totalexpenditure for public and privateinstitutions in Metropolitan Franceand DOM for teaching and relatedactivities: canteens and boardingfacilities, administration, careerguidance, school medical services,school supplies, school transport,remuneration of education staff intraining, etc., for the partcorresponding to primaryeducation. This expenditure isassessed each year by theeducation account, a satelliteaccount of National Accounts.In 1999, it was restructured andthree major changes wereintroduced:– integration of overseasdépartements (DOM);– new evaluation of social securitycontributions linked to staffwages;– re-evaluation of householdexpenditure.As of 2006, the organic law bearingon finance laws (LOLF) modifiedthe State’s budgeting andaccounting rules.In education, this namely led tochanges in social securitycontributions: they werere-evaluated and allocated to thecivil service payroll.The sums of the last year areprovisional. The internationalindicator is presented indollar-equivalents converted byusing purchasing power paritieswhich are currency exchange ratesused as a common reference forexpressing the purchasing powerof the different currencies.


Costs


In 2012, a little less than 30% of domestic expenditure on education,i.e. €40.5 billion, was spent on primary education.Since 1980, average expenditure per pupil in primary education increasedby 79.3%, at constant prices, to reach €6,010 in 2012.

02

Expenditure on primary education 02

1990 2012p

in euros as % in euros as %

Pre-elementary 9,900 33.4 17,380 36.5

Elementary 19,760 66.6 30,300 63.5

Total 29,660 100.0 47,680 100.0

2012p: provisional data(1) 3 years in pre-elementary and 5 years in elementary (without repeat year, withoutshortening the cycle).

03 Theoretical expenditure for a primary education (1)(at 2012 prices)

Metropolitan France + DOM excluding Mayotte, public and private


1980 2000 2010 2011 2012pDEE for primary education (1)at current prices (in billions of euros) 8.3 28.6 38.9 39.5 40.5at 2012 prices (in billions of euros) 21.5 35.4 40.0 40.1 40.5Percentage of DEE (%) 28.9 27.2 28.6 28.9 29.0Average expenditure per pupil (1)at 2012 prices (in euros) 3,050 5,340 5,960 5,960 6,010Structure of initial funding (as %) (2)State 51.9 53.8 53.0 52.5

of which MEN-MESR 51.8 53.6 52.8 52.3Local authorities 40.9 37.9 38.3 38.9Other public administrations and CAF(family allowance) 2.3 1.6 1.9 2.2Business 0.0 0.0 0.0 0.0Households 4.9 6.7 6.8 6.4

2012p: provisional data(1) The reassessment of the DEE (see methodology - indicator 01) is applied to the entire period1980-2012.Average expenditure per pupil was reassessed only after 1999.(2) The structure of initial funding of primary education was reassessed as from 2003.

01 Expenditure on primary education



2012p: provisional dataInterpretation: this graph presents two breaks in series:in 1999, the restructuring of the Education Account (Metropolitan France + DOM);in 2006, changes in the State’s budgeting and accounting rules (LOLF).

02 Trends in average expenditure per primary pupilat 2012 prices (1980-2012)



04 Expenditure for an elementary pupilPublic and private in dollar-equivalents (2010)


n 2012, France dedicated €57.0 billion tosecondary education (teaching and related

activities), i.e. 40.9% of domestic expenditure oneducation as opposed to 44.9% in 1980. Stable inthe early 1990s, this proportion rose slightlybetween1995and1998,thenfellsteadilyuntil2012.

At constant prices, total expenditure for secondaryeducationroseby70.9%between1980and2012,i.e.an average of + 1.7% per year. Over that period,expenditure per pupil rose by 62.1% (taking intoaccount breaks in series in 1999 and 2006). Lesssubstantial than in primary education and showinga clear slowdown in recent years, this rise reversedin 2011 (-2.6%) and 2012 (- 0.8%). The increase,especially in the 1990s, was partly the result in theimprovement in teachers’ careers, including anincreasing number of staff having passed the“agrégation” and certified staff (indicator 08), andpartly the consequences of decentralisation laws.Following the transfer of investment for apprenti-ceship, school transport (as of 1984), operation ofcollèges and lycées (1986) and the equipment ofthese institutions (steadily as of 1986),the départe-ments and regions have massively contributed tosecondary education spending. In 2012, DEE forsecondary education fell by 0.5% due to a 0.9%decrease in State expenditure;coupled with a slightincrease in enrolment numbers( 0.3%), this led to a0.8% decrease in spending per pupil.

2006 saw the beginning of a new wave of decentrali-sation with the transfer of management of TOS staff(technicians, operators and service staff) in publiccollègesandlycéestoregionsanddépartements,aswell as the corresponding share of the day schoolcosts for private secondary schools under contract.

Local authorities fund these new competencesthrough existing allocated taxes (attribution of ashare of the TICPE and the TSCA*): in 2012, theycontributed 22.6% of initial funding as opposed to14.0% in 2000. 65.0% of DEE for secondaryeducation was funded in 2012 by the State whichstill supported practically all staff costs (excludingex-TOS staff), against 74.1% in 2000.

International comparisons of average expenditureper pupil show that France continued to haverelatively high expenditure per pupil in secondaryeducation: 10,880 dollar-equivalents in 2010against 9,010 for the OECD average.

In 2012, a collège pupil cost €8,410, a lycée pupil€11,310 in general or technological education and€11,960 in vocational education. Schooling startedat the age of three and leading,in fifteen years,to ageneral and technological baccalauréat without arepeatyearisevaluatedtocost€115,270in2012,asopposed to €78,950 in 1990 (at 2012 prices), i.e. a46% increase. Schooling leading to a vocationalbaccalauréat in 16 years, then in 15 years, as of2008 (introduction of the reform of vocationalcourses), is evaluated to cost €117,210 in 2012, up28% since 1990.�

*TICPE (ex-TIPP): domestic tax on petroleum products; TSCA:special tax on insurance contracts.

Domestic expenditure forsecondary education includestotal expenditure for public andprivate institutions inmetropolitan France and DOM forteaching and related activities:canteens and boarding facilities,administration, career guidance,school medical services, schoolsupplies, school transport,remuneration of education staffin training, etc., for the partcorresponding to secondaryeducation. This expenditure isassessed each year by theeducation account, a satelliteaccount of National Accounts.In 1999, it was restructured andthree major changes wereintroduced:– integration of overseasdépartements (DOM);– new evaluation of social securitycontributions linked to staffwages;– re-evaluation of householdexpenditure.As of 2006, the organic law bearingon finance laws (LOLF) modifiedthe State’s budgeting andaccounting rules. In education,this namely led to changes insocial security contributions: theywere re-evaluated and allocatedto the civil service payroll. Thesums of the last year areprovisional. The internationalindicator is presented indollar-equivalents converted byusing purchasing power paritieswhich are currency exchange ratesused as a common reference forexpressing the purchasing powerof the different currencies.


Costs


In 2012, France spent €57.0 billion on secondary education,i.e. 40.9% of domestic expenditure on education.Since 1980, average expenditure per pupil has increased by 62.1%in constant prices, to reach €9,620 in 2012.

03

Expenditure on secondary education 03

Typical cases of school education Totallength

Total spending(at 2012 prices)

1990 2012p

1990 2012p

General and technological baccalauréat 15 years 78,950 115,270

Vocational baccalauréat 15 or 16 years (1) 91,680 117,210

2012p: provisional data(1) 16 years before the reform of vocational courses that started to be applied steadily as of2008, then 15 years.

03 Theoretical expenditure for a few typical cases of school education,without repeat years (at 2012 prices, in euros)



1980 2000 2010 2011 2012pDEE for secondary education (1)at current prices (in billions of euros) 12.8 46.8 57.1 56.5 57.0at 2012 prices (in billions of euros) 33.4 58.0 58.7 57.3 57.0Percentage of DEE (%) 44.9 44.7 41.9 41.3 40.9Average expenditure per pupil (1) at 2012prices (in euros) 6,090 9,380 9,960 9,700 9,620Structure of initial funding (as %) (2)State 74.1 64.5 65.2 65.0

of which MEN-MESR 68.7 61.2 62.2 61.6Local authorities 14.0 23.4 22.6 22.6Other public administrations and CAF(family allowance) 2.4 2.3 2.0 2.4Business 1.6 2.0 2.1 2.1Households 7.9 7.8 8.1 7.9

2012p: provisional data(1) The reassessment of the DEE (see methodology - indicator 01) is applied to the entireperiod 1980-2012.Average expenditure per pupil was reassessed only after 1999.(2) The structure of initial funding of secondary education was reassessed as from 2003.

01 Expenditure on secondary education(including secondary-level apprenticeship)



2012p: provisional dataInterpretation: this graph presents two breaks in series:In 1999 due to the restructuring of the Education Account (Metropolitan France + DOM).In 2006 break due to changes in the State’s budgeting and accounting rules (LOLF).

02 Trends in average expenditure per secondary pupilat 2012 prices (1980-2012)



* public only

04 Average expenditure for a secondary pupilPublic and private in dollar-equivalents (2010)

Source: OECD, Education at a Glance, 2013

n 2012, the nation spent €28.7 billion on HigherEducation. Since 1980, this expenditure has

increased sharply: an annual average of 3.1%. Itsshare in domestic expenditure on education hasrisen from 14.6% in 1980 to 20.6% in 2012(table 01).

The acceleration of this growth, particularlynoticeable between 2006 and 2010, was the resultofenhancedbudgetaryefforts,butalsoapplicationof a scope extended to all research activities atuniversity,a review of welfare contributions postedand,finally,the re-evaluation of the cost of medicaland social training now falling under the responsi-bility of the regions. In 2012, as in 2011, annualgrowth stalled and was only 0.9% (0.7% in 2011), inconstant prices.Over that whole period, the DEE on highereducation was multiplied by 2.64 but, owing to adoubling of student numbers, the average expen-diture per student only increased by 43.2% (consi-dering breaks in series in 1999 and in 2006),reaching €11,740 in 2012. At the same time, theaverage expenditure per secondary pupil rose by62.1%. In the course of the recent period, averagespending firstly increased by 11.0% at constanteuros between 2006 and 2009, then gradually fellbetween 2009 and 2012 (- 1.2 % in three years, inconstant euros), owing to a reduced budgetcombined with an increase in student numbers.

International comparisons (which rely on nationaldata that are not always standardised) show thataverage annual spending per student in Francewas,in 2010,slightly higher than the OECD average(15,070 dollar-equivalents as opposed to 13,530).The average cost of a student calculated by the

OECD as a general total, for the duration of theirhigher education, ranks France slightly belowaverage(butsomecountries,liketheUnitedStates,do not participate in this indicator).

Average costs per student varied tremendouslydependingonthetrainingbranches ).Theyvaried, in 2012, from €10,940 per year for auniversity student to €13,510 for an STS (advancedtechnical section) student and €15,020 for CPGEstudent (preparing for admission to GrandesÉcoles). However, in recent years, average expen-diture has tended to draw closer.Average costs perstudent in IUT - technological university institutes(and in other related institutes) are no longerquantifiable since the application of the LOLF,owing to the bundling of university capital invest-ments. The theoretical cost of schooling lasting 18years,leading,withoutarepeatyear,toabachelor’sdegree is evaluated at €148,100 in 2012, whereasschooling lasting 17 years leading to a BTS wouldcost €142,300.

The State’s share is decisive in funding the DEE forhigher education (almost 70.1%),far more than theshare of local authorities (10.9%) and that ofhouseholds (8.5%). Some direct or indirectsubsidies funded by the State for the benefit ofstudents or their family,are not taken in the DEE forhigher education: they concern tax benefits(increase in dependents’allowance set against tax)or expenditure not directly linked to student status(housing benefit). Taking them into account(excluding social security payments) wouldincreasethenation’saveragecostperstudentfrom€11,740 to €13,060.�

Domestic expenditure on highereducation includes totalexpenditure for public and privateinstitutions in Metropolitan Franceand Dom for teaching and relatedactivities: student aidorganisations, administration,supplies, university libraries,remuneration of education staff intraining, etc.It does not include continuingeducation programmes nor, until2006, university researchoperating and investment costs(but it did include the salaries ofresearch-teaching staff).

Since 2006, and owing to the newpresentation of the law of financewithin the Lolf framework, alluniversity research costs havebeen included (staff, operating andinvestment costs).For international comparisonsR&D expenditure relating tocertain organisations is included(e.g.: CNRS). The sums of the lastyear are provisional.

The international indicator ispresented in dollar-equivalentsconverted by using purchasingpower parities which are currencyexchange rates used as a commonreference for expressing thepurchasing power of the differentcurrencies.


Costs


In 2012 the nation spent €28.7 billion on higher education.This expenditure has been multiplied by 2.64since 1980 (at constant prices).In 2012, average expenditure per student amounted to €11,740,i.e. 43.2% more than in 1980 (at constant euros).

04

Expenditure on higher education 041980 2000 2010 2011 2012p

DEE for higher education (1)at current prices (in billions of euros) 4.2 17.5 27.5 28.0 28.7at 2012 prices (in billions of euros) 10.9 21.6 28.2 28.4 28.7Percentage of DEE (%) 14.6 16.7 20.2 20.4 20.6Average expenditure per student (1)at 2012 prices (in euros) 7,760 9,910 11,840 11,820 11,740Structure of initial funding (as %) (2)State 78.5 71.3 70.3 70.1

of which MEN-MESR 68.2 62.9 62.0 61.7Local authorities 5.2 10.7 10.8 10.9Other public administrations and CAF(family allowance) (3) 1.3 1.7 2.1 2.3Business 5.8 7.8 8.3 8.2Households 9.2 8.5 8.5 8.5

2012p: provisional data(1) The reassessment of the DEE (see methodology - indicator 01) applies to the entire period1980-2012.Average expenditure per student was reassessed only after 1999.(2) The structure of initial funding for higher education was reassessed as from 2003.(3) Including chambers of commerce, trade and industry and agriculture (CCI, CM, CA, etc.).

01 Expenditure on higher education(including higher education-level apprenticeship)



Interpretation: This graph presents two breaks in series:In 1999 due to the restructuring of the Education Account (Metropolitan France + DOM)In 2006 break due to changes in the State’s budgeting and accounting rules (LOLF).(1) Due to the Lolf reform, it is no longer possible to identify expenditure on IUTs, which, since2006, has been included in university expenditure.

02 Trends in average expenditure per studentat 2012 prices (1980-2012)



(1) Data on the average duration of study in the United States are not available.

04 Cumulative costs per student for average duration of study(including research) (1)

in dollar-equivalents (2010)

Source: OECD Education at a Glance, 2013(1) see methodology opposite

03 Average annual expenditure per student,including research and development activities (1)

in dollar-equivalents (2010)


xpenditure on continuing education amountedto €10.6 billion in 2012 (according to the

Education Account which presents a differentapproach with the Compte de la formation profes-sionnelle (Vocational Training Account)– seemetho-dology). From 1980 to 2012, this expenditureincreasedby37.2%atconstanteuros (table 01)andexpenditure on non-formal teaching tripled, in parti-cular following a transfer in 1999 of arts educationspending, hitherto posted to the secondaryeducation budget. Overall, the share of continuingeducation and non-formal training in the DEE fell by11.6% to 9.5% between 1980 and 2012.

In initial funding, i.e. before transfers, this expen-diture was mainly covered by business (47.0%) andthe State (23.8%), which funds training for its staffandforjob-seekers.TheDepartmentofLabourwasthe main public source of funding.The Departmentof National Education as well as the Department ofHigher Education and Research contributed 4.1%of total funding.

The law of 1971 on continuing training hadeconomic objectives (business performance) andindividual targets (social promotion). In almost 40years, employee access to vocational training hasquadrupled, from 11% to 42.7% (table 02) and in2009,the business funding rate was well above thelegal obligation (business allocated 2.73% of grosssalary to it,as opposed to 1.35% in 1972).Althoughmore employees were trained, training coursestended to become shorter (29 hours as opposed to62 in 1972).

Continuing education remained unequally distri-buted and depended on socio-professionalcategories, the size and sector of companies.Despite the gap narrowing with blue-andwhite-collar workers since the 1980s, qualifiedpersonnel remained the prime beneficiaries oftraining actions. In 2011, 56.1% of engineers ortechnicians and supervisors followed trainingfunded by their employer compared to only 32.2%of blue-collar workers

Participation in training strongly depended oncompany size, in France, and in most countries inthe European Union: 15.0% in 2011 in companieswith 10 to 19 employees, as opposed to 57.5% inthose with 2,000 employees and more. This diffe-rence, which was stable over time, ( ), maybe found in companies’ financial effort: 1.3% ofpayroll in companies with 10 to 19 employees asopposed to 3.8% in those with 2,000 employeesand more.

Provisions set out in 1972 were completed in 2004bytheDIF(Personalrighttotraining)of20hoursperemployee per year. However, this scheme wasrarely used and does not seem able to significantlycorrecttheaccessrateoflesstrainedcategories.�

Expenditure for continuingeducation activity coversexpenditure by all economicplayers (State, localadministrations and others,business and households) for theorganisation of continuingeducation actions, includingin-house training organised bycompanies or administrations.As regards the Education Account,used here, the Vocational TrainingAccount set up by the Departmentof Labour and amounting to €31.5billion in 2010, includesapprenticeship, trainees’ pay andsocial security contributionexemptions related to work/studyand apprenticeship contracts.Other non-formal activitiesinclude evening classes and CNAMprogrammes, etc.

These are included in educationexpenditure, the total amount for2012 (€139.4 billion) being dividedbetween primary education (€40.5billion), secondary education (€57.0billion), higher education (€28.7billion), continuing training (€10.6billion) and other non-formaltraining (€2.6 billion).

The law of 1971 on vocationaltraining created, for employerswith more than ten employees, theobligation to participate each yearin the funding of training for theirpersonnel. Each company isrequired to file a 2483 declarationwith the tax office and pay itsobligation. Since 1972, thisinformation has been entered andprocessed by Céreq.

Sources: MEN-MESR DEPP,Department of Labour (DARES) CéreqCoverage: Metropolitan France andMetropolitan France + DOM

Costs


In 2012, €10.6 billion were spent on continuing education, and €2.6 billionon non-formal training, i.e. 9.5% of all domestic education expenditure.Much more widespread than in 1971, continuing education still dependson the qualifications of employees and the size of companies.

05

Continuing education 051972 1980 1990 1995 2005 2011

Men 12.4 20.1 35.0 36.1 42.6 45.1

Women 6.9 13.9 29.4 32.7 35.4 39.4

Total 10.7 17.5 31.8 34.3 39.4 42.7

These are trainees covered by the employer as part of the training plan, during theprofessionalisation period or DIF. Professionalisation contracts and CIF are not included.Interpretation: in 2011, 39.4 % of women and 45.1 % of men took part in training funded bytheir employer.New adjustment of data resulting from 2483 declarationsThe calculation of weighting of 2483 data designed to compensate for missing or unusable formshas been revised in order to be more representative of businesses with 10 to 19 employees.This new calculation method affects both the amount of business expenditure, which was revisedupwards, and employee access rates, revised downwards. This new calculation applies to theyears 2005 to 2011. Prior to 2005, the figures had not been recalculated using the new methodand trends between 2004 and 2005 should therefore be used with caution.

02 Trends in access to continuing education (%)


Source: 2483 declarations, Céreq

1980 1990 2000 2010 2011 2012pDEE for continuing education (1)at current prices (in billions of euros) 3.0 7.0 10.2 10.0 10.3 10.6at 2012 prices (in billions of euros) 7.7 10.0 12.6 10.3 10.5 10.6DEE for non-formal education (2)at current prices (in billions of euros) 0.3 0.8 1.8 2.7 2.6 2.6at 2012 prices (in billions of euros) 0.9 1.2 2.2 2.8 2.6 2.6Percentage of DEE (%) 11.6 11.5 11.4 9.3 9.4 9.5Structure of initial funding (as %)State n.c.(3) 23.6 22.8 23.8

of which MEN-MESR n.c.(3) 3.1 3.4 4.1Local authorities n.c.(3) 17.4 18.1 17.6Other public administrations n.c.(3) 0.2 0.3 0.3Business n.c.(3) 46.9 47.4 47.0Households n.c.(3) 11.9 11.4 11.3

2012p: provisional data(1) Series of expenditure for continuing education show a certain weakness linked to thenon-exhaustiveness of sources used.(2) “Non-formal” education means CNAM programmes, art training (credits transferred since2003 from secondary education).(3) Given the transfer of art training credits in 2003, the breakdown for 2000 is non-comparable (nc).

01 Expenditure on continuing vocational trainingand non-formal education



1985 1995 2000 2005 2010 2011

Unqualified blue-collarworkers 10 17 17

30.4 32.0 32.3Qualified blue-collarworkers 18 26 29

Office workers 21 30 32 32.5 34.3 34.8

Technicians andsupervisors 38 51 54 53.7 54.0 55.5

Managers, engineers 36 50 52 52,3 54,9 56,5

Total 23 34 37 39,4 41,7 42,7These are trainees covered by the employer as part of the training plan,during the professionalisation period or DIF. Vocational training contracts and CIF arenot included.

03 Access to training according to qualification level (%)


Source: 2483 declarations, Céreq

(*) As from 1999, restructuring was applied for companies with more than 2,000 employees,leading to an increase in the access rate.Coverage: France; excluding personal training leave, Vocational training and work/study contracts.

04 Access rates of employees to continuing education according tothe company size (as %)

Source: Céreq, 2483 tax declarations

ifferent types of financial aid help families tobetter provide for their children’s education.

The Department of National Education’s 2012budget for means-tested allocation of grants andallowances for secondary pupils was around€568.2 million1. Grants were allocated to 1,300,000young people (Metropolitan France and DOMincluding Mayotte,public and private), i.e.24.0% ofall pupils. This proportion, which has varied littlesince2000,wastwiceashighinthepublicsectorasin private schools: 27.3% compared to 11.7%. In2012, these grants were awarded to 821,000collège and 478,000 lycée pupils (table 01).Compared to 2000, the decline in the number andproportion of grant scholars was quite sharp inlycées, with the proportion remaining much higherin professional lycées in 2012 (32.7%) than generalor technological lycées (17.2%).

The merit grant system,worth €800,involved 86,400beneficiariesin2012-2013.Thisfigurefellslightlyonthe previous academic year. These grants areautomatically awarded to lycée scholars havingobtained their national “brevet”diploma (DNB) witha “bien”(merit) or “très bien”(distinction) grade andmay also be awarded to those who have demons-trated particular effort in their work during their lastyear in lower secondary school.

In addition to lycée grants,allowances are awardedto scholars depending on the courses and levelschosen: allowances awarded on entry to first,second and final years of lycée and an equipmentand/or qualification allowance for certainvocationalortechnologicalcourses.Grantscholarsat boarding school, in collèges or lycées, are alsoeligible for a boarding grant (table 02). Socialsubsidy budgets (€30.2 million in 2012) are paid toschools to provide exceptional help to underprivi-leged families. This budget has been halved in tenyears. After consulting with the educational team,the school head decides on the aid to be granted.

Moreover, the family allowance office (CAF) paysout a means-tested allowance at the start of theacademic year (ARS), for children in school aged 6to 18. Adjusted according to age, this allocationrepresents total expenditure of €1,870 billion(table 03).�

1. Excluding social subsidiaries.

National grants:they are paidfrom Department of NationalEducation budget funds: there arealso grants available from thedépartements not taken intoaccount here and covered by thebudget funds of General Councilsand Regional Councils.Secondary education grants: thesum depends on the family’sresources according to a nationalscale.Collège grants comprise threedifferent annual rates:€80.9,€240.1 and €350. Lycée grants arefor pupils studying in lycée andEREA, including lower secondaryschool. The annual amount of thelycée grant may vary from €134.37(3 parts) to €447.90 (10 parts). Thisnumber of parts results from theincome and family expenses ratioaccording to the national scale.A grant share was worth €44.79in 2012-2013.Special needs grants: these areawarded to pupils required toattend school but who have beenplaced in special needs schools orfollow extra courses or additionalrehabilitation schemes for whichthe family has to bear the cost.They are awarded according to thefamily’s expenditure and income.Social subsidies for canteens:they facilitate access to schoolmeals for the greatest possiblenumber of collège or lycée pupilsand avoid certain pupils beingdeprived of school meals due tothe fact that their parents cannotafford the expense.Social subsidies for collège andlycée pupils:they are designed tomeet difficulties that some pupilsor their families may encounter insupporting expenses inherent toeducation or school life.These exceptional benefits may befinancial or in kind.

Sources: MEN-DGESCO, CnafCoverage: Metropolitan France + DOM

Costs


About a quarter of collège and lycée pupils received direct Stateaid in the form of grants: the proportion reached 32.7% in vocational lycées.In 2012, €598 million in total direct aid was allocated, including allowancesand social subsidies.

06

Welfare aid to collège and lycée pupils 06

2000-01 2010-11 2011-12 2012-13 Difference2000-12

Average allowance atcollège €152 €192 €199 €199 + 30.9%Number of grant scholars atcollège (1) 789.7 769.6 821.6 821.3 + 4.0%Number of pupils at collège (1) 3,346.3 3,179.3 3,239.9 3,270.7 - 2.3%Average allowance at lycée €664 €837 €840 €845 + 27.3%Number of grant scholars atlycée (1) 589.4 481.2 487.8 478.3 - 18.8%Number of pupils at lycée (1) 2,204.2 2,173.9 2,175.5 2 151.3 - 2.4%

New academic yearallowance (ARS)according to age

2000-01 2010-11 2011-12 2012-13

6-10 years €281 €285 €35611-14 years €253 €296 €301 €37615-18 years €306 €311 €389* MEN grants + allowances, excluding social subsidies and grants for specialneeds education.(1) In thousands.

03 Average allowance per grant scholar*and ARS beneficiaries (in current euros)


Sources: MEN-DGESCO, Cnaf

2000-01 2006-07 2010-11 2011-12 2012-13

Number of grant scholars at collège 789,726 780,275 769,631 821,613 821,251

% of grant scholars at collège 23.6% 24.4% 24.2% 25.4% 25.1%

Number of grant scholars at LEGT 300,891 286,876 243,126 247,810 250,261

% of grant scholars at LEGT 19.1% 18.0% 17.1% 17.2% 17.2%

Number of grant scholars atvocational lycée 288,482 252,501 238,120 240,020 228,011

% of grant scholars atvocational lycée 36.6% 35.3% 31.7% 36.2% 32.7%

Total lycée 589,373 539,377 481,246 487,830 478,272

including grants awarded to lycéepupils on merit 9,259 69,996 88,307 87,693 86,414

% of grant scholars at lycée 26.7% 24.4% 22.1% 22.4% 22.2%

Total grant scholars(collèges and lycées) 1,379,099 1,319,652 1,250,877 1,309,443 1,299,523

% grant scholars(collèges and lycées) 24.8% 24.4% 23.4% 24.2% 24.0%

Number receiving educationallowances (1) 581,907 611,244 530,138 538,802 527,241

(1) Allowance for equipment, qualification, entry into 1st, 2nd and final year of upper secondaryschool, boarding school (certain allowances may be held concurrently).

01 Trends in the number of secondary education pupilsreceiving financial aid

Metropolitan France + DOMincluding Mayotte as from 2011 (National Education, public and private)

Source: MEN-DGESCO

Type of aid

Amount2001

Amount2012 Difference 2001-2012

in thousands of €at constant

€

at constant€

MEN direct aidCollège grants 115,070 161,776 40.6% 17.1%Lycée grants (1) 206,853 191,366 - 7.5% - 22.9%Merit grants - lycée (2) 7,055 69,131 nsAllowances (lycée exceptboarding) 165,420 132,203 - 20.1% - 33.4%Boarding allowance - lycée (3) 1,784Boarding allowance - collège (3) 11,525Special needs grants 1,038 483 - 53.5% - 61.2%Social subsidies (4) 67,900 30,203 - 55.5% - 62.9%Total MEN direct aid 563,336 598,471 6.2% - 11.5%New academicyear allowance (ARS) 1,233,762 1,870,370 51.6% 26.3%

(1) The reduction is mainly linked to the drop in numbers enrolled at lycée.(2) The system was modified in 2006 with an increase in the amounts paid and the numberof beneficiaries.(3) Created at the beginning of the 2001-2002 academic year.(4) These amounts do not include the use of the outstanding amounts by EPLE.

02 Aid to pupils Metropolitan France + DOMincluding Mayotte in 2012, public and private

Sources: MEN-DGESCO, Cnaf

04 Proportion of grant scholars in secondary education

Metropolitan France + DOMincluding Mayotte as from 2011 (National Education, public and private)

Source: MEN-DGESCO

uring academic year 2012-2013, 1,042,600people were paid by State funds via the

Department of National Education: 841,700 wereteachers working for the public-sector andprivate-sector under contract, i.e. 80.7% of thetotal payroll. The teaching payroll includedstudent- teachers with full responsibility for aclass since September 2010, a regulation appliedup to the 2012-2013 academic year. In primaryeducation, the trend since the mid-1990s has beena slight increase (+2.4% up to September 2012),butadecreaseoverthepasttwoacademicyears.Insecondary education, the continued reduction inthe payroll observed since 2002-2003 (11% until2012-2013) contrasts with the previous growthphase.

Following their posting to a school or institution,367,000 teachers work in public-sector schools orprivate-sector schools under contract and 474,600in public or private-sector secondary schools.201,000 agents perform administrative, technical,management, inspection, educational, guidanceand assistance jobs in public institutions, for therectorat, inspection académique or centraladministration. Among those agents, 90,800teaching and educational assistants, andauxiliaires de vie scolaire (AVS: special needs

assistants) also work in public secondary schools.In addition, there are personnel that come underother Departments (Agriculture, Defence, Health)or private organisations that are involved ineducating and training some 12 million pupils.

More than two-thirds of these personnel arewomen. There are more women working in privateschools (74.1% compared with 68.9% in the publicsector), with even stronger presence in primaryeducation (91.2% compared to 81.9%) than insecondary schools (66.0% compared to 58.0%).Non-teaching staff are still overwhelmingly female(70.00%).

Alongside teachers, other personnel includeschool heads, principal education advisers,inspectors, guidance counsellors, librarians andadministrative and technical, welfare andhealthcare staff. Between January 2007 andJanuary 2009, the strong drop observed in thenumbers of non-teaching staff was mainly relatedto the transfer of responsibility for manual workersandtechnicalassistantsworkinginschoolstolocalauthorities.�

The personnel listed are those stillworking in a permanent job andpaid by the Department ofNational Education under Lolfprogrammes: the organic law of1st August 2001, applicable since1st January 2006, bearing on thefinance laws and superseding theOrder of 2nd January 1959governing state finances.It radically changed the State’sbudgeting and accounting rules.The Lolf is divided into missions,programmes and actions.A programme groups together thebudget allocations intended toimplement an action or coherentset of actions under theresponsibility of the sameDepartment.It does not include personnel paidfrom the own funds of privateinstitutions not under contract tothe State or personnel paid by theDepartment of Higher Educationand Research.For the second year, teaching andeducational assistants areincluded in the total.

Source:MEN-MESR DEPP,processing of a data extraction suppliedby the Polca Infocentre (Pilotageopérationnel de la Lolf en administrationcentrale et en académie - operationalmonitoring of Lolf) producing data fromstaff payslips of January 2013.Coverage:Metropolitan France + DOM(including Mayotte since 2011-2012),public and private under contract sectorsfor teachers, public sector for all otherstaff (administrative, technical andmanagement staff in the private undercontract sector are paid through a “forfaitd’externat” or external contract system).

Activities


For academic year 2012-2013, the Department of National Educationemployed 1,042,600 individuals, including 906,300 belongingto the public sector and 136,300 to the private sector undercontract. 80.7% of these individuals were teachers.

07

Department of National Education staff numbers 07

03 Compared trends in pupil and teacher numbersPublic and private under contract,

Metropolitan France + DOM, including Mayotte since 2011-12


Teachers (1) Administrative,technical,

management andsupervision staff

(2)

including youth workassistants, educational

assistants andteaching assistants

(3)

Total Proportionof teachersPublic Private Total

1999-2000 734,977 139,650 874,627 311,232 61,470 1,185,859 73.8%2002-2003 750,005 144,169 894,174 367,195 55,770 1,261,369 70.9%2004-2005 742,621 144,940 887,561 289,549 51,287 1,177,110 75.4%2006-2007 734,446 144,501 878,947 231,550 60,635 1,110,497 79.1%2008-2009 715,599 141,661 857,260 195,851 67,538 1,053,111 81.4%2009-2010 712,453 140,454 852,907 195,373 68,949 1,048,280 81.4%2010-2011 720,655 138,639 859,294 193,835 68,321 1,053,129 81.6%2011-2012 712,625 137,022 849,647 193,898 68,821 1,043,545 81.4%2012-2013 705,351 136,316 841,667 200,975 90,754 1,042,642 80.7%

Teachers in primary and secondary public and private sector schools, including trainees directly posted in the public sector in a school or institution since the 2010 academic year (15,561 for the 2012academic year).As from 2007, not including personnel paid under “Higher education and university research” and “Student life” budget, accounted for in the State of Higher Education and Research or, as from 2010,individuals working in central administration and paid for their contribution to higher education.The last youth worker assistants are listed for academic year 2006-2007.

01 Trends in the number of Department of National Education staff (excluding higher education)Metropolitan France + DOM


Type of staff Numbers

Public primary school teaching staff 323,449

Private secondary school teaching staff 43,590

Public secondary school teaching staff 381,902

Private secondary school teaching staff 92,726

Total teaching staff 841,667

Administrative, technical, management and supervision staff* 110,221

Youth work assistants and educational assistants 90,754

Total 1,042,642

* Not including staff paid under the “Higher education and University research” programme, incentral administration positions.

02 Breakdown of Department of National Educationstaff in January 2013

Public and private


n academic year 2012-2013, public primaryeducation included 323,400 teachers, including

student-teachers.Practicallyallofthemhad“profes-seurs des écoles” status (97.5%). Among the 43,600private sector primary school teachers, 87.3% wereremunerated on a scale equivalent to that of “profes-seurs des écoles” and 10.0% were replacementteachers.

Public-sector secondary schools (includingpost-baccalauréat classes) employed 381,900teachers, including trainees. More than six out often teachers (62.1%) were fully qualified orequivalent, more than one out of ten were holdersof the “agrégation” (12.1%), 0.5% had “corps dechaire supérieure”or senior chair status and 14.9%were teachers in professional lycées. In privateschools under contract, 60.7% of the 92,700teachers were remunerated on the same scale asfully qualified or equivalent teachers; 3.6% heldthe “agrégation” and 11.1% taught in professionallycées.Teaching assistantsstill accounted for 4.1%of private sector teachers. Not all teachers hadpermanent contracts: 6.6% were not in the publicsector and 19.9% worked for private schools undercontract.

Nearly a third of non-teaching staff dedicated toteaching were administrative, social andhealthcare (ASS) staff, half of whom fall underprimary and secondary education and category C.Nearly two-thirds were executive, inspection(falling under primary and secondary education,exclusively in category A) and educational staff,falling under the “Vie de l’élève” (school life)programme). The latter, alongside category Aprincipal education advisers, included the 90,800non-incumbent educational assistants.4.4% weretechnical personnel (ITRF).

Teachers in the public sector were younger inprimary education (aged 41.2 on average) than insecondary education (43.3 years) and there was ahigher proportion of female staff (81.9% comparedto 58.0% respectively). The proportion of womenwas even more pronounced among the youngergenerations:until the age of 30,the share of womenexceeded 88% in primary education and 65% insecondary education.From the age of 50,this sharetended to diminish: 72.8% and 53.7% for primaryand secondary education respectively, in this agegroup which brought together about one third ofmenfor20.6%and27.3%ofwomenrespectively.�

The personnel listed were thosestill working in a permanent joband paid by the Department ofNational Education under Lolfinter-ministerial programmes:school education.The organic law of 1st August2001, applicable since 1st January2006, bearing on the finance lawwhich supersedes the order of 2ndJanuary 1959 governing statefinance. It has changed thebudgeting and accounting rulesand has been applicable since1st January 2006.

The Lolf is divided into missions,programmes and actions.The staff included in these tablesare staff remunerated under fiveof the six programmes of thisinterministerial mission (publicprimary education, publicsecondary education, school life(“vie de l’élève”), private primaryand secondary education, supportof education policy). A programmegroups together the budgetallocations intended to implementan action or a coherent set ofactions.

Source: MEN-MESR DEPP, Processing inJanuary 2013 of a data extractionsupplied by the Polca Infocentre(Pilotage opérationnel de la Lolf enadministration centrale et en académie -operational monitoring of Lolf) producingdata from staff payslips.Coverage: Metropolitan France + DOM,public and private sectors under contract

Activities


Among the 841,700 teachers paid by the Department of National Educationfor the academic year 2012-2013, 43.6% taught in public and private sectorprimary schools and 56.4% in secondary schools. 198,500 workers are in chargeof managing school education (excluding staff in central administration).

08

Teaching Staff 08

Public sector Secteur privé sous contrat

Teachers Proportionof women

Proportionof certified Teachers Proportion

of womenProportionof certified

1999-00 420,248 56.7 58.3 94,994 65.8 39.62002-03 431,769 56.7 58.8 98,529 65.7 46.52004-05 424,385 57.0 61.4 98,861 65.6 52.52009-10 389,008 57.6 62.5 94,971 65.8 60.22010-11 389,787 57.9 62.6 94,262 66.0 60.62011-12 387,184 57.8 61.9 93,198 65.9 60.72012-13 381,902 58.0 62.1 92,726 66.0 60.7

02 Secondary school teachersMetropolitan France + DOM


Public sector Private sector under contract


Proportion ofprofesseursdes écoles


Proportion ofprofesseursdes écoles

1999-00 314 729 77.8 46.0 44 162 91.3 40.52002-03 318 236 78.8 66.3 45 640 91.1 60.32004-05 318 236 79.7 79.7 46 079 90.9 74.52009-10 323 445 81.5 96.9 45 483 91.0 87.02010-11 330 868 81.7 97.6 44 377 91.0 87.82011-12 325 441 81.6 97.2 43 824 91.0 87.32012-13 323 449 81.9 97.5 43 590 91.2 87.3

01 Primary school teachersMetropolitan France + DOM


Numbers %Administrative, healthcare and socialwelfare staff (ASS)

Category A 16,763 8.4Category B 16,281 8.2Category C 23,437 11.8ASS total (2) 62,565 31.5

Management, inspection, education,guidance (DIEO)

Category A 34,462 17.4Category B 19 0.0DIEO total (2) 127,155 64.1

Engineers and technicians forresearch and training (ITRF)

Category A 1,408 0.7Category B 1,591 0.8Catégorie C 649 0.3ITRF total 8,704 4.4

Libraries Libraries total 27 0.0Total 198,451 100.0

(1) Staff falling under primary and secondary education, “Vie de l’élève” (school life) and “nationaleducation policy support” programmes, excluding central administration (partly supporting highereducation).(2) Including non-incumbents.

03 Administrative, technical and management staff (1)



04 Breakdown according to age and gender of public sector primaryschool teachers in January 2013

Metropolitan France + DOM, public sector


05 Breakdown according to age and gender of public sectorsecondary school teachers in January 2013



nrolment rates per age group observed in2011-2012 indicate that a two year old

beginning nursery school could expect to completea total 18.4 years in initial education including 2.9years in higher education .

After rising strongly until the mid-1990s, taking itup by almost two years between 1985 and 1995,schoollifeexpectancyhasthendeclinedandstabi-lised at 18.4 years since September 2010.AlthoughFranceremainsacountryofhighschoolenrolment,at the beginning of the 2011 academic year, it wasonly ranked at the OECD average for full-timeschool enrolment of children aged 5 and over.Part-time schooling,absent in France,seems to bemore developed in North European countries andthe United States.

The time a pupil stays in education depends on thetype of course chosen (general, technological orvocational) as well as on the rate at which it iscompleted. This last factor has played a role incontracting the total time spent in education. Lesstime is spent in education owing to the fact that

pupilstendtorepeatyearsless.Mirroringthedropinelementary education, the drop in the number ofpupils repeating a year has also been clear since the1980s in secondary education and newgenerations complete their secondary educationmore rapidly at a younger age than their elders.

Higher education is prone to the effects of agrowing tendency among the young generations toopt for vocational training, to the detriment of longuniversity courses. The higher education lifeexpectancy for all young people was stagnating ataround 2.6 years in the early 2000s. The last threeacademic years have been characterised howeverby an increase in the student population and a risein enrolment in higher education . In2011-2012, school life expectancy in highereducation stood at 2.9 years.�

School life expectancy is anestimate of the length of time atwo year old will spend ineducation. As with life expectancythis indicator is a snapshot ofa situation, reflecting schoolingtrends in the academic year inquestion. Mathematically, schoollife expectancy is equal to the sumof school enrolment ratesobserved at different ages, with anenrolment rate of 80% producinga study length of 0.8 years.

Sources: MEN-MESR DEPP, InseeCoverage: Metropolitan France andMetropolitan France + DOM (excludingMayotte), all levels of education

Activities


09

30 I 31

After having risen steadily until the mid-1990s, school life expectancy then stabilised andhas even slightly fallen. In 2011-2012, school life expectancy reached 18.4 years of study.

Time spent at school 09Metropolitan France Metropolitan France + DOM

1985-86 1990-91 1995-96 2000-01 2005-06 2010-11 2011-12

Total 17.1 18.1 19.0 18.8 18.6 18.4 18.4

Girls 17.2 18.2 19.2 19.0 18.9 18.7 18.7

Boys 17.0 18.0 18.8 18.6 18.4 18.2 18.2

Pre-elementary 3.3 3.4 3.4 3.4 3.3 3.1 3.1

Elementary 5.5 5.4 5.3 5.2 5.2 5.1 5.1

Secondary 6.8 7.5 7.7 7.6 7.4 7.3 7.3

Highereducation 1.5 1.9 2.6 2.6 2.7 2.8 2.9

01 Trends in time spent at school

Sources: MEN-MESR-DEPP (school population) and Insee (estimated resident population)

02 Trends in repeat years from 1986 to 2012...



04 School life expectancy for a 5-year old child (2011)


In some age groups, the number of pupils was higher than the total population of the same ageestimated on the basis of demographic reports. In this case, the enrolment rate wasnecessarily 100%.Coverage: School population = all schools and apprentice training centres (before 1999-2000:Metropolitan France, after: Metropolitan France + DOM).

03 Enrolment rate according to age (1986-2012)

Sources MEN-MESR-DEPP (school population) and Insee (estimated resident population)

t the beginning of the 2012 academic year, 301publiccollègesand2,139publicprimaryschools

were part of the Éclair network (primary, lower anduppersecondaryschoolsfor“l’ambition,l’innovationetlaréussite”)inMetropolitanFranceandDOM.Theywere attended by 367,200 primary pupils and142,300 collège pupils, i.e. one in twenty pupils, inprimary schools and collèges. The other collèges inpriority education areas were part of “réussitescolaire” networks (RRS).

The vast majority of pupils attending Éclair collègescame from underprivileged social backgrounds: theparentsof73.0%ofthemwereworkingclassornotinactive employment, compared with 56.5% in RRSand34.5%inschoolsoutsidepriorityeducationareas(PE) (Metropolitan France and DOM).They were morelikely to fall behind:20.4% of pupils attending Éclairschools were behind when they started collège,17.2% in RRS and 11.2% outside PE (table 01).

At the end of primary education, and at the end ofcollège, Éclair pupils were less proficient thanother pupils in skills 1 and 3 of the common base.For example, while 59.6% of CM2 pupils in Éclairschools mastered skill 1 of the base,the proportionwas 68.7 % in RRS schools and 79.1 % outsidepriority education (graph 02).

The national brevet diploma (DNB) comprises threewritten papers (French, Mathematics and History-Geography-Civic Education). In the 2012 session,34.2 % of Éclair collège pupils and 46.4 % of RRSpupils obtained over 10 out of 20 in the written testscompared with 61.8% of pupils outside priorityeducation. However, if continuous assessment andthe history of art oral examination are taken intoaccount, the gap closes: 72.9% of Éclair pupilssuccessfullypassed their brevetdiplomacomparedto 84.9% outside PE . These indicatorsshould be interpreted as an initial inventory ofpupils’ performance in Éclair as well as anevaluation of this system. As the Éclair system wasonly introduced at the beginning of the 2011academicyear,specificeducationalactionscouldn’tbe applied fully.�

Since the start of the 2011academic year, the “l’ambition,l’innovation et la réussite” (Éclair)programme for primary andsecondary schools has becomethe “focus of national educationpolicy in favour of equalopportunities” (Éclair programmemission statement). From a pilotscheme in 105 schools belongingto the priority educationprogramme or not in the 2010academic year (circular no.2010-096 of 7th July 2010), it wasextended to practically all RARs in2011 (245 RAR collèges out of 254were part of the Éclair network).The percentage of children withworking class and inactive parents(table 01) includes the children ofskilled, unskilled and farmworkers, retired employees orworkers, and persons with noprofessional activity.The proportion of pupils enteringthe first year of collège who areat least one year behind is theproportion of pupils entering thefirst year of collège at the start ofthe 2012 academic year, who werein CM2 (last year of primaryschool) at the start of academicyear 2011 in an Éclair school andwho repeated at least one year inprimary school Graph 03 showsthe breakdown of average marksout of 20 in the writtenexaminations in the 2012 sessionof the national brevet diploma(DNB).The percentages of proficiency inbasic skills are presented withtheir confidence interval at 95%indicating the uncertainty marginlinked to the sampling.

Source: MEN-MESR DEPP,Schooling files and surveys on commonbase skillsCoverage: Metropolitan France + DOM,public sector


Activities10

32 I 33

Around one-twentieth of primary and lower secondary school pupils were taught withinambition, innovation and sucess schools. More than seven out of ten Éclair collège pupilswere from disadvantaged social categories and one in five had been held back at leastone year before entering sixième (first year). They were less proficient in the commonbase of knowledge and skills at the end of primary education and at the end of collège,and their results in the national “brevet” certificate were, on average, 12 points belowthat of collèges outside priority education.

Priority education 10Children whose

parents areworking-classor not in active

employment

Children whoseparents are

management-level or teachers

Children whoare behind on

entering the firstyear of collège

Éclair: Écoles, collèges, lycées pourl’ambition, l’innovation et la réussite -Primary and secondary schools forambition, innovation and success 73.0 9.1 20.4

RRS 56.5 19.0 17.2

Outside priority education areas 34.5 38.5 11.2

Total 42.3 30.9 12.1

Interpretation: in the first two columns, the Éclair line shows pupils entering the first year of aÉclair collège; in the last column, the line shows pupils entering the first year of collège afterattending an Éclair school.

01 Proportion of children whose parents were working-class,not inactive employment,management-level and teachers,of pupils behindon entering the first year of collège in September 2012 (as %)



Interpretation: in Éclair collèges, 13.5% of pupils obtained a score of 9-10 in the written papers for the June 2012 session of the national brevet diploma (DNB) compared to 11.9% of pupils at “réussitescolaire” schools, 9.0% of pupils outside priority education areas and 9.6% for all pupils.

03 Breakdown of pupils according to written exam scores in the 2012 national brevet diploma (DNB)

Metropolitan France and overseas Départements DOM, public sector


02 Proportion of pupils proficient in skills 1 and 3 of the commonbase in 2012 (as %)

Metropolitan France and overseas Départements DOM, public sector


chool enrolment in primary education hasundergonethreemajorchangesinthepastfew

decades: the development of school enrolmentprior to the age of 6, the drop in numbers due todemographic decline and reduction in the numberof pupils repeating years and an overall impro-vementinenrolmentconditionsforprimarypupils.

At nursery school, the enrolment of 5-year olds,then of 4-year olds, steadily became morewides-sreadduringthe1960sand1970s.All3-yearolds are now enrolled at school, which is not thecase of 2-year olds, whose enrolment oftendepends on available spaces and therefore ontrends in the population group of children aged 2 to5. Close to around one third since the 1980s, theenrolmentrateof2-yearoldshasdeclinedinrecentyears (graph 01), as a result of a distinctdemographicrecoverysince2000:itwas11%atthestart of the 2012 academic year.

In elementary and nursery schools,both public andprivate, pupils have had the benefit of a significantreduction in average class size. At nursery level,from nearly 40 pupils until the early 1970s, it hassteadily been brought down to around 26 pupils. Inelementary education, this trend is lesspronounced: reaching close to 30 pupils in 1960,average class size is now around 23 pupils.This trend is concurrent with a reduction in thenumber of schools,from 68,000 in 1980 and 64,000in 1990 to just under 53,000 in the 2012 academicyear,owing to the strong reduction in the number ofmulti-level rural schools and to the groupingtogether or merger of nursery and elementaryschools.The tendency to change the breakdown of

schools according to the number of classes ischanging with a focus on “upgrading”: fewerschools with 5 classes or less and more schoolswith 6 classes or more (graph 02).

Maintaining or even increasing the number ofteaching staff, even though the number of pupilswas falling,had led to acontinuous improvement inthe ratio of teachers per 100 pupils (T/P).This trendstopped after the 2003 academic year: after amaximum of 5.37, this ratio returned in 2012 to thesame levels experienced in the late 1990s (5.20:graph 03). In elementary education, internationalcomparisons are based on the reverse ratio,namely, the average number of pupils per teacher.Very variable, depending on the country, thisnumber,close to 20 in 2011 in Korea and the UnitedKingdom, against just over 11 in Italy and Sweden,exceeded18inFrance,whereitremainedabovetheOECD average.�

The enrolment rates per age groupshow school populations, by yearof birth, in relation to the numbersof the corresponding generationsregistered or estimated by theInsee.

The estimated enrolment ratetherefore for 2-year olds wastherefore 11.0% in 2012. As onlychildren having turned 2 bySeptember are admitted, morethan 15% of children bornbetween 01st January 2010 and31st August 2010 were thereforeactually enrolled at the start of the2012 academic year.

The 19 survey has only beenrunning since the 2007-2008academic year. Data on primaryeducation per school is nowmainly collated on the basis ofDECIBEL, an operational steeringdatabase for primary pupils(BE1D).

Source: MEN-MESR DEPP and MENDGESCOCoverage: Metropolitan France andMetropolitan France + DOM, public andpublic + private


Activities11

34 I 35

With the demographic decline, there has been a distinct improvement in enrolmentconditions in nursery and elementary schools.It is now necessary to deal with the consequences of renewed growth in the birth ratesince 2000.

Enrolment rates and conditions in primary education 1101 Enrolment rate for children aged 2 to 5 (1970-2012)

Metropolitan France from 1970 to 2003 andMetropolitan France + DOM as from 2004, public and private

Source: MEN-MESR DEPP, Survey in public and private pre-elementary and elementary schools

04 Average number of pupils per teacherin elementary education (2011) (public and private)


03 Trends in the “number of teachers per 100 pupils” ratio in publicsector primary education (1995-2012)


Source: MEN DGESCO

02 Breakdown of schools according to their number of classes

Metropolitan France + overseas départements DOM, public and private


tudents in French secondary schools enjoypupil-to-teacher ratios that tend to be better

than those in similar countries. In 2011, thestudent-to-teacher ratio thus amounted to 12.3 inFrance, compared with more than 16 in the Nether-lands or Korea but only 10 or fewer in Belgium andSpain. This ratio, which tended to decrease withthe drop, linked to demographic decline, in thenumber of pupils enrolled in collèges and lycées,has started to rise again in recent years.

But this indicator only gives a rough idea of theactual conditions in which pupils attend school,usually evaluated in secondary education by theaveragenumberofpupilsperclassordivision(P/D).Average class size strongly varies according to thelevel.

At the end of the 1980s, the large influx of pupilsborn in high birth-rate generations had thusresulted in larger classes in lower secondaryschools and to an even greater extent in generaland technological upper secondary classes.Around 1990, lycée classes comprised an averageof 30 pupils, compared to just over 24 in collèges,and just fewer than 23 for professional lycées(public and private sector). In the course of thefollowing years, while the situation remainedrelatively stable in collège, class sizes in lycéesbecame smaller through demographic decline.

In recent academic years, the average class sizehas increased in collèges (25 pupils on average in2012)andingeneralandtechnological lycées(28.8)but has remained close to 19 pupils in professionallycées

This information does not provide a true picture ofteaching conditions, given that about one third ofteaching hours are currently spent in groups andnot in full classes: just under 20% in public sectorcolleges and around half in lycées

The T/P indicator of “average number of pupilsunder a teacher’s responsibility for an average ofone hour” takes into account all teaching hours –whether in entire classes or groups. In 2012, it wasequal to 21.9 pupils on average for all public sectorsecondary education: in collèges and above all inlycées,these figures are slightly below the averagesize of divisions and, in vocational education inparticular, where almost 19% of teaching timeoccurs in groups of 10 pupils or less �

There are various indicators tomeasure reception conditions insecondary education, includingthree basic variables - pupils,teachers and classes - thenumbers of each being over4 million, around 400,000 and200,000 respectively inpublic-sector education alone.The ratio of the number of pupilsto the number of teachers(pupil-to-teacher ratio) is radicallydifferent from the ratio of thenumber of pupils to the number ofclasses (class size).The class, or “division” insecondary education groupstogether pupils following the samecommon core of subjects, usuallycompulsory.A “group” consists of a set ofpupils in a division taking a classwhich is split into different parts(practical work, tutorials, modules,etc.). It may also include pupilsfrom several divisions takingoptions, modern languages orclassics.A teaching “structure” (division orgroup) groups together pupilsfollowing the same subjectstogether. P/D: average number ofpupils per division.P/S: average number of pupils perstructure (group or division). Thisindicator measures the number ofpupils under a teacher’sresponsibility on average for onehour. It is calculated using thefollowing formula:

E Sh x

hi i

i

/ ��

�where h is the number of teachinghours given to a structure (wholeclass or group) and x is the numberof pupils in the structure.

Sources: MEN-MESR DEPP“Scolarité” (education) (the number ofpupils in divisions and number ofdivisions) and “bases-relais” (satellitedatabases) that cross over informationon pupils and teachers.Coverage: Metropolitan France + Dom,public and private, public alone


Activities12

36 I 37

French secondary education enjoys good student-to-teacher ratios,which have tended to improve during periods of demographic decline.However, this trend seems to have reversed in recent years in collègeswhich had an average of 25 pupils per class for the 2012 academic yearand almost 29 in lycées.

Reception conditions in secondary education 12

Interpretation: in collèges, 0.5% of structures had no more than 5 pupils and 2.3% between6 to 10 pupils.In vocational Lycées, these percentages were 1.7 and 17.4% respectively.

03 Breakdown of teaching hours according to structure sizeand type of education in 2012

Metropolitan France + DOM including Mayotte, public sector


01 Trends in the average number of pupilsper class (1980-2012)

Metropolitan France + DOM (including Mayotte since 2011 school year), public and private


04 Number of pupils per teacher in secondary education (2011)


Type of education

Average sizeof structures

P/S

% of hours instructures

<= 10 pupils

% of hours instructures

<= 35 pupils

% of hoursin group

Collège 23.6 2.8 0.5 18.9

Segpa 12.7 30.5 0.2 25.9

Vocational lycée 16.0 19.2 0.6 48.7

Pre-baccalauréat lycée 24.2 4.5 4.2 54.3

CPGE 28.0 8.5 32.0 45.3

STS 19.2 10.0 2.3 43.3

Total 21.9 7.5 1.9 34.6

02 Structure size per type of educationat the start of the 2012 academic year

Metropolitan France + DOM including Mayotte, public sector


ncouraged by public policy, apprenticeshiphas spread upwards to the higher levels of

qualification and new specialist fields since 1987.However the number of apprentices only reallytook off after 1993, once a four-year fall in the CAP(certificate of professional aptitude) tailed off andhas since remained under the 200,000 apprenticefigure. In twenty years, the number of apprenticeshas nearly doubled to reach 436,300 in 2011-2012(441,100 in 2012-2013 according to the first resultsof survey no. 10).

Although the CAP is still in the lead, it groupstogether less than half of all apprentices (40.6%).The other main diplomas studied by apprenticesare the vocational baccalauréat, brevet profes-sionnel (BP - vocational certificate) and brevet detechnicien supérieur (BTS - advanced technicalcertificate), each numbering between 46,300 and68,600 apprentices compared to 177,300 for theCAP. More than 3 apprentices out of 10 study for abaccalauréat-level diploma and the sameproportion a higher education diploma (

).

With a higher level of attainment, apprentices arenow older: from 1986-1987 to 2011-2012, theiraverage age rose from 17.5 to 19.2. By combiningseveral contracts, education can now be continuedin apprenticeship,an option that is more common insecondary education:apprentices represent 62.9%of the first year intake of BP and 21.0% of thevocational baccalauréat. In higher education,apprenticeship intake mainly covers lycée oruniversity students:in 2011-2012,19.0% of appren-

tices in the first year of BTS were already appren-tices the previous year, 6.4% for DUT students(technological university diplomas) and 22.1% forengineers.

The proportion of apprentices in a given generationhas increased since 1993, in particular for boys.Girls are less likely to opt for vocational coursesafter collège and tend to take a much narrowerrange of specialised vocational options. In2011-2012,apprentices thus accounted for 3.6% ofgirls aged 15 to 19 compared to 9.4% of boys in thesame age group ( ). First-level apprenti-ceship (CAP-BEP) has been traditionally moredeveloped in production (7 out of 10 apprentices)than in services where it was limited to a smallnumberof diplomastaken byamajorityof girls.Thesituation was reversed in higher education whereproduction attracted 4 out of 10 apprentices (9 outof 10 in engineering courses) with the developmentof new areas of activity in services, especially insales and management ( ). This trendfavours the number of girls; they represented31.8% of apprentices in 2011 compared to 28% in1987. In level I (engineer, master’s degree), theirproportion gained 6.7 per cent between 2007 and2011, from 29.4% to 36.1%. Female apprenticeswere older (19.7 on average compared to 18.9 forboys) and better qualified:35.1% of female appren-tices prepared a higher education qualificationagainst 25.0% for boys.�

Apprentices are young peopleaged 16 to 25 training for avocational or technologicaldiploma (or certification) withinthe framework of a specific type ofemployment contract combiningon-the-job training– supervised by an apprenticeshiptutor – and lessons in anapprentice training centre (CFA).Dispensations from the age limitare possible if the same persondoes several apprenticeships, inthe case of a business takeoverand also for persons recognisedas disabled workers.

Apprentice training centres (CFA)are training centres runninggeneral, technological andpractical training which completesand is centred on on-the-jobtraining. They usually fall underthe educational authority of theDepartment of National Educationor the Department of Agriculture.

The rapid 10 survey in the springprovides an initial estimate perlevel and qualification ofapprentices on 31 December ofthe previous year. The autumn Sifasurvey is a census of apprenticeson 31 December of the previousyear based on individual data, andtherefore can provide a moredetailed overview ofapprenticeship with information,for example, on the trainingreceived, gender, age andeducational background ofapprentices.

Source: MEN-MESR DEPPCoverage: Metropolitan France + DOM,all supervisory GovernmentDepartments


Activities13

38 I 39

The 1987 reform extended the apprenticeship system to all levelsof education and raised the maximum age of entry into the system to 25.This boosted its development by contributing to the general upgradingof education and training levels.

Apprenticeship training programmes 131990-91 1995-96 2000-01 2005-06 2009-10 2010-11 2011-12

Level V 215,274 232,157 245,361 228,613 209,767 191,857 189,560

Level IV 13,210 41,327 69,355 86,609 111,900 123,018 123,888

Level III 1,319 15,273 35,553 44,233 59,532 62,074 67,193

Levels II and I 0 4,777 15,633 26,404 43,543 49,331 55,693

Total 229,803 293,534 365,902 385,859 424,742 426,280 436,334

01 Trends in the number of apprentices (1990-2011)


Source: MEN-MESR-DEPP Survey 51 - Information system on apprentice training (SIFA)on 31/12 of each year

02 Trends in the number of apprentices at different levels ofeducation (1987-2011)


Source: MEN-MESR-DEPP Survey 51 - Information system on apprentice training (SIFA) on 31/12 of each year

Interpretation: on average, 9.4% of young men aged 15 to 19 were enrolled in apprenticetraining centres in 2011.

03 Trends in the proportion of total apprenticesin the 15-19 and 20-24 age groups (1987-2011)

Metropolitan France

Source: MEN-MESR-DEPP (surveys on apprentice training centres), INSEE (estimates based on censuses)

04 Proportion of girls and service sector options and different levelsof apprenticeship training in 2011-2012


Source: MEN-MESR-DEPP Survey 51 - Information system on apprentice training (SIFA)

etween 2001 and 2011, secondary educationas a whole lost more than 200,000 pupils, i.e. a

dropof3.7%involvingschoolpupilsonly,excludingapprentices. This trend was particularly striking atthe beginning of the 2006 academic year, whennumbers fell by more than 54,000 pupils. Thedownturn was particularly significant between2004 and 2008 mainly due to demographic factors,and slowed down again in 2009. This trend roseagain, in September 2011. Enrolment increased by0.6% compared to the previous academic year

.

The fall in secondary education numbers is also aresult of thesharp drop in repeat years,observed atall levels :pupils beginning secondaryeducation at a younger age completed it sooner.This does not however mean that there are fewerpupils that study at collège then in lycées. Thus,over 86% of a generation accessed baccalauréatlevel in September 2011 .

Of the 811,000 students enrolled in the final year oflower secondary school, in 2010-2011, 57%continued the next academic year in the first year ofupper secondary school in a general and technolo-gical stream and 37% enrolled in a professionallycée or as an apprenticeship . Theseproportions have changed slightly over the past fiveyears, including the transition rate to the generaland technological streams in the first year of upper

secondary education which has won 3 points. Therestructuring of the vocational options, appliedgenerally at the beginning of the 2009 academicyear,aimstoleadtoalarger number of young peoplestudying for the professional baccalauréat in threeyears’training after the fourth year of collège.Nearlytwo-thirds of collège pupils pursuing vocationaleducation at upper secondary level opted for thisthree-year course in September 2011.

In September 2011, the number of students andapprentices enrolled in the final year of profes-sional lycée rose sharply for the second conse-cutive year (+59,000 and +51,000 in 2010) due tothe simultaneous presence of young people takinga two-year course after BEP or CAP and otherstaking the three-year course.The breakdown in thefinal year of upper secondary education accordingto the type of baccalauréat continues to change:in2011, a third of pupils and apprentices enrolled inthe final year of upper secondary education werepreparing for a vocational baccalauréat, 21% atechnological baccalauréat and 45% a generalbaccalauréat .Since1996,enrolmentinvocational courses has constantly developed, inboth production and services options. Vocationalcourses, until 2001, tended to increase to thedetriment of general streams, especially literaryoptions,then,asof2004,technologicalcourses.�

Data for this indicator concernsecondary education as a wholeand take into account training atDepartment of National Educationinstitutions, agricultural lycées,apprentice training centres and,since the 2007 academic year,military lycées. The latestavailable information on all thesecourses concerns the 2011-2012academic year.Variation in pupil numbers insecondary education between twoacademic years: effects due todemographics and due toenrolment rates.Effect due to demographics: it isthe variation in pupil numbersresulting from changes ingeneration size per age from oneacademic year to another. Thedemographic effect on variationsin pupil numbers at a given age iscalculated by multiplying theaverage enrolment rate at this age(sum of rates of academic year “n”and academic year “n-1” dividedby two) by the variation of thenumber of people aged “a”between those two years(population age “a” of theacademic year “n” minus thepopulation aged “a” of academicyear “n-1”).These effects are applied to allages.Effect due to enrolment rates: it isthe variation in pupil numbersresulting from changes inenrolment rates per age from oneacademic year to another. Foreach age, the average populationof that age is multiplied by thevariation in enrolment rates atthat age between the twoacademic years. These effects areapplied to all ages.

Source: MEN-MESR DEPPCoverage: Metropolitan France andMetropolitan France + DOM, all initiallevels of education


Activities14

40 I 41

Since 2001, the entire secondary system has lost more than 200,000 pupils,owing to the drop in pupils repeating a year or to generation size.In 2011, one third of pupils enrolled in the final year of lycée studiedfor a vocational baccalauréat.

Enrolment in secondary education 14

Interpretation: secondary pupil numbers (with apprentices and agricultural lycées) fell by 32,200 pupils between 2010 and 2011. This increase results from two effects:– a variation in enrolment rates resulting, at a constant number of young people, in a decrease of 27,200 pupils between September 2010 and September 2011;– a change in the size of the generations having led, at a constant enrolment rate, to an increase of 59,400 pupils.

01 Variation in overall secondary education pupil numbers due to demographics and school enrolment (1986-2011)Metropolitan France

Sources: MEN-MESR-DEPP (school population) and Insee (estimated resident population)

2006-07 2008-09 2009-10 2010-11 2011-12

Enrolled in the last year of lowersecondary school the previous year(in thousands) 841 804 792 800 811

General and technologicalbaccalauréat 54.0 54.6 56.2 56.6 57.4

Vocational upper secondary 37.8 37.7 36.8 36.8 36.6

including apprenticeship 7.7 7.5 6.8 6.8 7.0

- CAP and similar 11.8 12.2 13.4 13.1 13.2

- BEP 25.5 18.8 4.5 4.2

- Vocational baccalauréat 0.5 6.7 18.9 19.5 23.4

Remain at lower secondary school 6.4 5.6 5.3 5.0 4.6

pupils repeating a year 6.0 5.3 4.9 4.8 4.3

Leavers 1.8 2.1 1.7 1.6 1.4

Total 100.0 100.0 100.0 100.0 100.0

Interpretation: among the 811,000 pupils enrolled in the final year of lower secondary school in2011-2012, 57.4% continued in the general and technological stream of the first year of uppersecondary education in September 2012, 36.6% in vocational upper secondary education, 4.6%remained in lower secondary education (repeat year or enrolment in pre-vocational class) and1.4% left (towards social or healthcare training, the labour market, or moved abroad).

02 Trends in continued education after lower secondary school(including agricultural and Segpa)


Source: MEN-MESR DEPP / Information systems (IS) of Departments of National Education, Agriculture, IS ofapprenticeship training centres.

1996-97 2004-05 2009-10 2010-11 2011-12General baccalauréat 56.9 52.2 52.2 48.7 45.5

- S 26.7 26.0 26.8 24.7 23.2- ES 15.7 16.5 16.7 16.0 15.0- L 14.5 9.7 8.7 8.0 7.3

Technological baccalauréat 28.7 29.8 26.5 23.6 20.7- STG (STT before 2006) 14.7 15.7 13.2 11.7 10.4- STI 7.8 7.4 6.1 5.4 4.5- ST2S (SMS before 2007) 3.3 3.9 4.3 3.9 3.5- Other technological options* 2.9 2.8 2.9 2.6 2.3

Vocational baccalauréat 14.4 18.0 21.3 27.7 33.8including apprenticeship 1.4 2.8 4.1 4.1 4.4including agricultural lycée 0.1 1.4 2.2 2.1 3.6

- Production 6.2 8.8 9.9 12.0 17.5- Services 8.2 9.2 11.4 15.7 16.3

Total 100.0 100.0 100.0 100.0 100.0Pupil numbers 601 345 611 712 608 326 652 258 709 516

* STL (laboratory science), Hotel and catering, TMD (music & dance), STAV (agronomics & lifescience - formerly STPA and STAE Agronomics, Environment & Food Production prior to 2007).Interpretation: of the 709,516 pupils enrolled in the final year of lower secondary school in2011-2012, 45.5% studied for a general baccalauréat.

03 Trends in the number of students enrolled in the last yearof upper secondary education

Source: MEN-MESR DEPP / Information systems (IS) of Departments of National Education, Agriculture, IS ofapprenticeship training centres.

he restructuring of the vocational pathway,which started in the 2008 academic year and

was generalised in 2009, establishes, alongside2-year CAP courses, 3-year courses for thevocational baccalauréat, like the general andtechnological baccalauréats. The BEP trainingchannel has been abolished. During their training,pupils can now sit for an examination (CAP or BEP)while the baccalauréat is sat in the final year ofupper secondary school. In agricultural courses,the implementation of the vocational pathwayreform was shifted one year.

Since the 1990s, pupil numbers at professionallycées have decreased steadily. The one-offincrease in September 2010 did not curb thisdecline. For the 2012 academic year, pupilenrolment in professional lycées was down byalmost44,000pupils(i.e.-5.6%).Indeed,thetransi-tional period related to the vocational pathwayreform is coming to an end and the vast majority ofyoung people enrolled in the first year of vocationalupper secondary education benefits from thereform.

In September 2012,CAP training courses attracted17% of pupils enrolled in the vocational pathway.Pupils enrolled for the vocational baccalauréatrepresented more than 81% of pupils in profes-sional lycées.

After the reform of the vocational pathway, courseoptions at the end of lower secondary school arebetween a vocational first year of upper secondaryschool (first year of the vocational baccalauréat inthree years) or a first year of a 2-year CAP course.

More than 28% of pupils in the general stream ofthe last year of lower secondary school chose thevocational pathway in 2012 at school in an agricul-tural lycée or under the Department of NationalEducation: 23% in a first year of a three-yearvocational baccalauréat course and 5% in the firstyear of a CAP course. Pupils from lower secondaryschool made up 84% of pupils enrolling for the firstyearofthevocationalbaccalauréatandonly59%ofthose starting a two-year CAP course.

In vocational upper secondary education, repeatyears remained infrequent. Pupils repeating theirfinal year remained slightly higher in number thanthose in the first two years.Despite a significant decrease,pupils dropping outof the first year in a vocational upper secondarycourse were frequent:more than 17% of CAPpupilsand about 12% of pupils in the first year of profes-sional lycée. The reasons for dropping out ofcourses were pupils who wanted to leave schoolaltogether or transfers to apprenticeship.

The reform of the vocational pathway, allowing allpupils entering vocational upper secondaryeducation to reach the final year, has led to amechanical increaseinthenumberofpupilssittingthe vocational baccalauréat: more than 203,000candidates, attending school, sat the vocationalbaccalauréat in 2012 against 95,000 in 2008. Morethan three quarters of candidates came from thenew 3-year course.Despite a lower success rate bynearly6pointsthanthatofcandidatesstudyingthe2-year course, the number of pupils passing thevocationalbaccalauréat increasedby70,000intwoyears ( ).�

Source: MEN-MESR DEPPCoverage: institutions supervised by theMEN and the Department of AgricultureMetropolitan France + DOM


Activities15

42 I 43

With the reform of the vocational pathway began in September 2008, in vocationaleducation at the end of lower secondary education pupils are guided either towardsa CAP, or a vocational baccalauréat. Without significantly changing incoming numbersinto the vocational pathway, the reform has led to more candidates sitting thebaccalauréat and, despite a lower baccalauréat pass rate, has increased the chancesof a pupil in the vocational pathway reaching the baccalauréat level.

Vocational education 152002 2012

CAP 1 year 5,655 5,729CAP 2 yearsFirst year 48,184 69,610Second year 37,956 58,238Total CAP 2 years 86,140 127,848CAP 3 years 10,539BEPFirst year BEP 254,590Final year BEP (1) 238,549Total BEP 493,139 0Vocational baccalauréat - BMAFirst year upper secondary school, vocational 221,278Second year upper secondary school, vocational 100,600 215,472Final year upper secondary school, vocational (2) 89,582 171,537Total vocational baccalauréat - BMA 190,182 608,287MC levels IV and V 6,007 6,592Various level IV and V training courses 1,227 753Total upper secondary school, vocational 792,889 749,209(1) Including BEP in 1 year; (2) Including vocational baccalauréat in 1 year.Coverage: institutions supervised by the MEN or the Department of Agriculture, including Erea.

01 No. of students in 1st year of vocational upper secondaryeducation, 2002 and 2012 Metropolitan France + DOM,

Excl. Mayotte before 2011, public and private

Sources: MEN-MESR DEPP Education information system and survey no. 16 on private non-contract privateschools – MAAF/SAFRAN information system

2010 2011 2012CAP 2 years Repeat years 4.1 4.0 4.1First year Enrolment in vocational baccalauréat 75.4 74.7 75.1

Other directions 3.5 3.1 3.4Leavers 17.0 18.2 17.4

CAP 2 years Repeat years 4.8 4.8 4.9Second year Enrolment in vocational baccalauréat / BMA: final year 22.6 22.6 23.5


Vocational baccalauréat / BMA 2 years Repeat years 0.6 1.3 0.4Première (second year) Enrolment in vocational baccalauréat / BMA: final year 84.9 83.2 84.4


Vocational baccalauréat / BMA 2 years Repeat years 0.4 1.2 3.0Terminale (third year) Other directions and leavers 99.6 98.8 97.0Vocational baccalauréat 3 years Repeat years 4.8 4.7 4.3Second year upper secondary school,vocational

Enrolment in vocational baccalauréat 3 years first year uppersecondary school, vocational 78.2 79.3 81.4Other directions 2.9 1.8 2.4Leavers 14.1 14.2 11.9

Vocational baccalauréat in 3 years Repeat years 2.3 2.0 2.2Final year upper secondary school,vocational

Enrolment in vocational baccalauréat 3 years first year uppersecondary school, vocational 85.0 84.5 85.4Other directions 0.5 0.5 1.0Leavers 12.2 13.0 11.4

Vocational baccalauréat in 3 years Repeat years 7.8 4.3 6.1Final year upper secondary school,vocational Other directions and leavers 92.2 95.7 93.9

Interpretation: among first-year CAP pupils in September 2011, 4.1% repeated their year in 2012, 75.1% enrolled in the second year, 3.4% were directed towards other training courses and 17.4 % left theschool education system.

03 Main rates of pupils enrolling in vocational upper secondary education Metropolitan France + DOM, excl. Mayotte before 2011, public and private including agricultural training

Sources: MEN-MESR-DEPP / Education information system and survey no. 16 on private non-contract private schools – MAAF/SAFRAN information system

02 Trends in the number of pupils in vocational upper secondaryeducation per academic year 1996-2012 Metropolitan France + DOM,

Excluding Mayotte before 2011, public and private

Sources: MEN-MESR DEPP/Education information system and survey no. 16 on private non-contract privateschools – MAAF/SAFRAN information system

f the 569,356 young people who passed ageneral, technological or vocational bacca-

lauréat in Metropolitan France and DOM in 2011,74.6% enrolled the following academic year inhigher education (excluding work-study courses),i.e. 3.4 points less than in 2010 (table 01). The signi-ficant increase in the number of vocational bacca-lauréat graduates in 2011 (+31.6%), who werefewer to continue in higher education than otherbaccalauréat graduates, mechanically reducedthe average enrolment rate. Almost all generalbaccalauréat graduates immediately accessedhighereducation.Thiswasnotthecaseof technolo-gical baccalauréat graduates: their access ratewas 77% in 2011, down 0.8 points on the previousacademic year. The proportion of vocational bacca-lauréat graduates who immediately enrolled inhigher education progressed in 10 years and stoodat 28.4%. These rates do not take into accountcontinued studies in apprenticeship andVocational training contracts or in highereducation abroad.

University remained the preferred pathway forgeneral baccalauréat graduates, but was lessattractive than it was 10 years ago. Only 52.1%enrolled at university (excluding IUT) in 2011,against 61.5% in 2001 (graph 03). In September2011, 19% of general baccalauréat graduatesenrolled in short vocational courses (IUT, STS): theproportion is stable compared to 2010. 13.2% of

generalbaccalauréatgraduatesenrolledinclassespreparingforadmissiontoGrandesÉcoles(CPGE).

S-stream graduates showed the most diversechoices: 49.5% of them opted for a generaluniversity course, whether a BSc or healthcarecourse,19% enrolled in preparatory classes,13% inIUT (technological university institutes) and 15% inother courses, in particular preparatory classes forengineering schools. 42% of technological bacca-lauréat graduates enrolled in STS and 18% ingeneral disciplines at university. Both rates arerelatively stable compared to the previous year,withshort technological courses remaining the mainpreferences for these baccalauréat graduates.

54% of vocational baccalauréat graduates whoobtainedtheirbaccalauréatthroughapprenticeshipchose to leave education (table 02). When thesebaccalauréat graduates continued in highereducation,practicallyallofthemwereinstudy-workprogrammes. However, vocational baccalauréatgraduateshavingstudiedatschoolaremorelikelytoenter higher education (50% against 36% for thosewhowereapprentices),butathirdof them onlywerein study-work programmes.�

The data in table 01 relate toenrolment of new baccalauréatgraduates in higher education(excluding study-workprogrammes), just after passingtheir baccalauréat: as the samestudent can enrol in severalcourses, access rates per coursemay not be added up (total equalsmore than 100%). “Doubleenrolments CPGE-university”make up most double enrolments.Constant coverage: in September2011, the University of Lorrainebecame a “grand établissement”and was no longer included in theuniversity population, with theexception of IUT. Otherqualifications granted by thisuniversity are listed under “othercourses”. “Other courses”correspond to engineeringcolleges and engineering coursesin non-university partnerships,higher education institutions notconnected with university(business, management,accounting, notary, architecture,etc.), major higher educationinstitutions (grandsétablissements), art colleges,private universities, paramedicalcolleges (2010-2011 data) andsocial training institutions(2010-2011 data).Table 02 is based on a panelformed by selecting a sample of12,000 baccalauréat graduatesenrolled in 2007-2008 in France.

Source: MESR DGESIP/DGRI-SIESCoverage: Metropolitan France + DOM,Metropolitan France for the panels


Activities16

44 I 45

75% of new baccalauréat graduates immediately enrolled in higher education. More thanhalf of the general baccalauréat graduates enrolled at university but this is 10 pointslower than 10 years ago. More than one in two technological baccalauréat graduatesenrolled in a short vocational course. Vocational baccalauréat graduates, whose numbershave risen sharply, were more likely to continue in higher education.

Access to higher education 162000 2005 2009 2010 (1) 2011

Generalbaccalauréat

University excl. IUT 61.8 61.3 53.8 52.9 52.1IUT 11.2 10.4 10.8 10.7 10.7CPGE 12.6 13.3 13.3 13.2 13.2STS 9.0 7.7 8.9 8.9 8.7Other courses 9.1 11.1 12.2 14.1 14.1

including S streambaccalauréat


Technologicalbaccalauréat


Vocationalbaccalauréat


Totalall baccalauréats


(1) Constant coverage calculations i.e. by removing from the university coverage (except IUT)new baccalauréat graduates at the universities of Nancy I, Nancy II, Metz and Lorraine toinclude them in “other courses”.

01 Trends in enrolment in higher education


Sources MESR-DGESIP/DGRI-SIES Scolarité, Sise and Safran information systems (MAAF), surveys in otherhigher education institutions

Interpretation: total enrolment may exceed 100% due to duplicate enrolments.

03 Immediate enrolment rate of baccalauréat graduates in 2011 in different sectors of higher education (as %)Metropolitan France

Sources: MESR-DGESIP/DGRI-SIES Scolarité, Sise and Safran information systems (MAAF), surveys in other higher education institutions

Attendedschool in finalyear in upper

secondaryeducation

Apprenticesin final year

of uppersecondaryeducation

All vocationalbaccalauréat

graduates

Bachelor’s degree 5 1 5

STS 41 33 39by attending school 25 1 20

with an apprenticeship contract 8 26 11with a vocational training contract 8 6 8

Other higher education courses 4 2 3

All continued higher education 50 36 47by attending school 33 2 27

through a study-work programme 17 34 20Non-higher education 7 10 8

School leavers 43 54 45Breakdown of vocational baccalauréatgraduates according to their origin 82 18 100

02 Continued education for vocational baccalaureate graduates in 2008whether or not they were in apprenticeship programmes in thefinal year of upper secondary education (as %) Metropolitan France

Source: MESR-DGESI/DGRI-SIES, 2008 baccalauréat graduate panel

ndicators measuring violence in schools, pupilabsenteeism or teaching hours not taught are

factors that allow us to assess the “socialclimate” in schools. They are assessed nationallyat secondary schools through surveys completedby school heads. On average, the nature and scaleof such events vary a great deal between collèges,general and technological lycées (LEGT) andprofessional lycées (LP).

Professional lycées and collèges are more exposedto violence. On average, during the 2011-2012academic year, the number of serious acts ofviolence committed was 20 and 15 respectively for1,000 pupils, compared to only 5 for 1,000 in LEGTover the same period. These figures are slightlybelow those of previous years, mainly due tochanges in data collection methods. Moreover,violence varied tremendously between schools.More than half of LEGTs (51%),more than a third ofcollèges (38%) and LPs (35%) did not declare asingleactofviolenceinthecourseofoneterm.Overthesameperiod,13%ofLEGTs,20%ofcollègesand23% of LPs reported at least 4 serious acts ofviolence. Finally, the nature of this violence alsovaried according to the type of school: in collègesand LPs, it was more likely to involve bodily harmwhereas damage to property and securitybreaches were relatively more frequent in LEGTs.

Pupil absenteeism was more commonly observedin LPs with an average of 12% of pupils in2011-2012. This figure dropped by half in LEGTs(5%) and was only 2% in collèges.As with violence,schools were affected in very different ways: inJanuary 2012, half of collèges had an absenteeismrate lower than 0.9% and this rate was higher than7.0% for one out of ten collèges.While half of LEGTsobserved an absenteeism rate that was lower than3.1%,this rate stood at 18.4% for over 10% of them.Lastly,absenteeism was lower than 9.9% for half ofLPs but exceeded 34.3% for one out of ten LPs.

The proportion of teaching hours not taught waslower in collèges, where it reached 3.8% (i.e. 1.3weeks), than in LPs (5.2% i.e. 1.8 weeks) and LEGTs(5.7%i.e.2weeks).Thisdifferencewasmainlyduetothecompleteclosureoftheinstitution,followingtheorganisationofexaminations,thepremises’securityproblems, consultation meetings, etc. LEGT, onaverage, closed 1.2 weeks (i.e. 3.3% of school time)against 0.2 weeks for collèges (i.e. 0.7%).�

Sources: MEN-MESR-DEPP, Sivis surveys, pupil absenteeism andlost teaching hours, 2011-2012, on a representative sample ofpublic secondary schools.Coverage: Metropolitan France + DOM, public sector for the Sivissurvey on violence; Metropolitan France, public sector for thesurveys on pupil absenteeism and lost teaching hours.

Violence at school is assessedhere on the basis of the Sivissurvey (information and vigilancesystem on school safety),conducted among school heads.The desire to standardise dataas much as possible has led torestricting assessment criteriato record given acts of violence,in particular for certain violencebetween pupils.Owing to the serious harm suchacts represent for the school,all incidents involving a memberof staff were taken into account.Likewise, sexual offences,racketing, bullying, “happyslapping” etc. were recordedunconditionally.This approach is designed toensure better standardisationof declarations between schools,even though it is impossible to ruleout a certain degree of subjectivity.For the 2010 academic year, theSivis survey has undergone severalchanges: strong extension of itssample, monthly collection andslight modifications innomenclature of incidents.The latter mainly explains theincrease in the number ofincidents reported between 2009and 2010.A pupil is considered to be anabsentee when he/she hasaccumulated four half-days ormore unjustified absences permonth. An unjustified absencemeans that legal parents orguardians have not provided anexcuse or if the absence isconsidered to be illegitimate bythe school. The results are basedon data gathered from September2011 to April 2012 as the responserate is not satisfactory for themonths of May and June.

Le climatscolaire


Activities17

46 I 47

The highest levels of student violence and absenteeism were found at vocational lycées.Acts of violence were less frequent in general and technological lycées and pupilabsenteeism rare at collège. The proportion of teaching hours not taught, due to a lack ofreplacement teachers and total closure of institutions, was higher in lycées.

The climate in school 1702 Number of serious incidents reported according to the type of

school (%) (December 2011 – February 2012)


Source: MEN-MESR-DEPP, Sivis survey, 2011-2012

Coverage: Metropolitan France + DOM, public sector for the Sivis survey on violence,Metropolitan France, public sector for the survey on pupil absenteeism and lost teaching hours.

01 Indicators on the climate (life) in schoolsaccording to the type of school

Sources: MEN-MESR-DEPP, Sivis surveys, pupil absenteeism and lost teaching hours, 2011-2012

04 Proportion of lost teaching hours accordingto the type of school (as %)

Metropolitan France, public sector

Source: MEN-MESR-DEPP, survey on lost teaching hours, 2011-2012

Collèges LEGTs LPs

First quartile 0.0 0.7 3.5

Median 0.9 3.1 9.9

Last quartile 3.0 8.1 21.8

Last decile 7.0 18.4 34.3

Interpretation: in January 2012, a quarter of LEGTs (first quartile) had less than 0.7% pupilsabsent (unexcused absences for four half-days or more), half of LEGTs (median) had less than3.1% of absentee pupils, a quarter of schools (last quartile) had over 8.1% of absentee pupilsand 10% (last decile) over 18.4% of absentee pupils.

03 Breakdown of schools according to the proportion of absentepupils in January 2012 (as %)

Metropolitan France, public sector

Source: MEN-MESR-DEPP, school absenteeism survey, 2011-2012

he common base, established by the Guidanceand Planning Law for the Future of Schools of

23 April 2005, identifies a set of knowledge andskills that students should master by the end ofcompulsory education to continue their training,build their professional future and successful lifein society. The acquisition of the common base isprogressive, it takes place in three steps: stage 1untilCE1,stage2,untilCM2andstage3incollège1.

In 2012,skill 1 (proficiency in French language) andskill 3 (the fundamentals of mathematics, scienceandtechnology)wereassessedintheformofMCQs(multiple choice questions) at the end ofelementary school (stage 2) and at the end ofcollège (stage 3). Assessment constraints do notallow the evaluation of all skills described in thecommon base (for example, the “saying” field forskill 1 in stages 2 and 3 and the “writing” field forskill 1 in stage 3). The assessed fields are listed infigures 1 and 2. After analysis of the results, a levelof requirement was set (for each stage and for eachskill).Thisisthethresholdatwhichwecanconsiderthat pupils master the skills of the common base(this approach is similar to that used in previousyears to assess basic skills2).

At the end of CM2 (end of elementary school),78.4%ofpupils“wereproficientintheFrenchlanguage”and69.1% were proficient in “the fundamentals ofMathematics, science and technology” (graph 01).At the end of lower secondary education, they were78.6% and 74.7% respectively (graph 02).

At school, boys were less likely to master skill 1than girls (74.3% against 82.7%). The differencewas accentuated at collège (72.6% against 84.8%).For skill 3, the gender difference was reversedslightly in elementary school (69.9% of boysagainst 68.1% of girls),but girls outperformed boysat collège (76.6% girls against 72.9% of boys).

12% of pupils in the sample were behind at the endof primary school and 28% at the end of lowersecondary school.At the end of both primary schoolandlowersecondaryschool,theproportionofpupilsproficientintheskillstestedwasconsiderablyloweramongpupilswhowerebehindthanthosewhowere“on target”. The difference between the two groupsof pupils was particularly marked at elementaryschool where it exceeded 40 percentage points forboth skills. At collège, the differences weresomewhatlowerbutthedifferencebetweenthetwogroups remained high, more than 30 percentagepoints for each skill.�

1. The common knowledge and skills base.http://eduscol.education.fr/pid23199/socle-commun.html2. “Methodology used to assess basic skills in French andMathematics at the end of primary school and at the end of lowersecondary school”, Note d’information no. 08.37, 2008, MEN-DEPP.

Mastery of the skills in thecommon base was evaluated fromrepresentative samples of about6,500 students in CM2 and about8,500 pupils in the final year oflower secondary school. Tests,lasting three hours at elementaryschool and two hours at collègetook place in May 2012.The indicators are shown withtheir confidence interval at 95%,indicating the uncertainty marginlinked to the sampling.

The tests differ from one levelto another and the requirementsidentified are specific to eachsubject and each stage ofschooling. That is why the resultscannot be compared directly witheach other. Likewise, it would beinappropriate to compare theseresults with those of otherassessments without taking intoaccount the requirements of suchassessments.For example, the JDC tests(indicator 22) are based on lessdemanding readingcomprehension than the leveldefined for the end of lowersecondary education.

Source: MEN-MESR DEPPCoverage: pupils in the last year ofprimary school and of lower secondaryschool in Metropolitan France and Dom,public and private under contract

Results


18In 2012, the proportion of pupils who were proficient in skills 1 and 3 of the commonbase were tested by standardised assessments at the end of elementary schooland at the end of collège, replacing the assessment of basic skills in French andMathematics. In 2012, these proportions varied between 70 % and 80 % accordingto education levels and school subjects.

48 I 49

Proficiency in the skills of the common base 18In skill 1, about 78% of pupils at the end of CM2 mastered the following:Reading Identifying the theme of a text, locating explicit information in a text, inferring new information

(implicit), identifying the effects of formal choices.Study of language(vocabulary,grammar,spelling)

Understanding certain relationships between words, knowing how to use a dictionary,distinguishing words according to their nature, identifying the functions of words in thesentence, using time properly, mastering spelling (lexical and grammatical).

In skill 3, about 69% of pupils at the end of CM2 mastered the following:Numbers andcounting

Writing, naming, comparing and using whole numbers, decimals and some simple fractions,using operating techniques of the four operations on whole numbers and decimals, solvingproblems using the four operations.

Geometry Recognising, describing and naming figures and solids usual, using the ruler, set square tocheck the nature of the common plane figures, perceiving and recognising parallels andperpendiculars.

Size andmeasurement

Knowing and using formulas to measure the perimeter and the area of a square, a rectangleand a triangle, using the units of conventional measures, solving problems whose solutioninvolves conversions.

Organisation anddata management

Reading, interpreting charts and graphs, solving a problem involving a proportional situation.

Scientific andtechnologicalculture

Mastering knowledge in various scientific fields (the sky and the Earth, matter, energy, unityand diversity of life, the functioning of living beings, functioning of the human body andhealth, living beings in their environment, technical objects, environment and sustainabledevelopment).

01 Proportion of CM2 pupils proficient in skills 1 and 3 of the common base (May 2012)


Interpretation: 69.1% of CM2 pupils mastered skill 3 of the base.The confidence interval for this indicator is ± 3.2%.

In skill 1, about 79% of pupils at the end of lower secondary school mastered the following:Reading Adjusting reading to the nature of the proposed text and set objective; identifying information

in a text on the basis of necessary explicit and implicit elements; using critical thinking skills,knowledge of the language, learning to use appropriate tools for reading; identifying, orally orin writing, the essence of a read text; showing, by various means, understanding of various texts.

In skill 3, about 75% of pupils in the final year of lower secondary mastered the following:Taking a scientificand technologicalapproach to solveproblems

Searching for, extracting and organising relevant information; producing, handling, measuring,calculating, applying instructions; reasoning, arguing, taking an experimental or technologicalapproach, demonstrating; presenting the approach taken, results obtained, communicatingusing appropriate language.

Knowing how touse mathematicalknowledge andskills

Organisation and data management: recognising situations of proportionality, usingpercentages, charts, graphs. Using statistical data and discussing simple probability situations.Numbers and counting: knowing and using whole numbers, decimals numbers and fractions.Completing a calculation successfully: mentally, by hand, with a calculator, with a computer.Geometry: knowing and representing geometric figures and spatial objects. Using theirproperties. Size and measurement: taking measurements (length, duration, etc.), calculatingvalues (volumes, speeds, etc.) using different units.

Knowing how touse knowledge invarious scientificfields

The universe and the Earth: organisation of the universe; structure and evolution over the Earth’sgeological ages, physical phenomena. Matter: main characteristics, states and transformations;physical and chemical properties of matter and materials; electrical behaviour, interactions withlight. Living beings: organisational diversity and unity; functioning of living organisms, evolutionof species, organisation and functioning of the human body. Energy; various forms of energyincluding electric power, and transformations from one form to another. Technical objects:analysis, design and implementation; functioning and conditions of use.

02 Proportion of pupils in the final year of lower secondary school proficient in skills 1 and 3 of the common base (May 2012)


Interpretation: 78.6 % of pupils in the final year of lower secondary educationmaster skill 1 of the base.The confidence interval for this indicator is ± 2.6 %.

he PIRLS survey, designed to asses “readingliteracy”,appliestopupilsintheirfourthyearof

compulsory education, regardless of their educa-tional background. When it was taken in May 2011,pupils in the French CM1 class were aged 10 yearson average.

In the overall assessment, France had a poorranking (graph 01). Although it was positionedabove the central part of the scale set at 500:French pupils obtained an average score of 520.However, compared with the average results ofdifferent groups of countries to which France isclose from a geographical or economic point ofview , the French results were belowthese new averages,whether of the 23 countries ofthe European Union or of the 25 member countriesof the OECD who participated in the study.

In ten years, the overall score for France hasdeclined very slightly (table 03). However, thissmall decrease is not significant from a statisticalpoint of view.Between 2001 and 2011, there was a slight declinein results (-10 points) in public education outsideeducational priority,while in private education andin priority education,pupils obtained stable scores(+4 and +3 points respectively).

For each European country, when comparing theweakest pupils on the one hand, and topperformers on the other hand, it appears that

French weakest pupils ranked better in relativeterms (16th in Europe) than the best performingFrench students who occupied the 20th position inEurope.

To characterise what pupils are capable of doing,four reference points are highlighted on the PIRLSscale (table 04): advanced (625 points); high (550points); intermediate (475 points);low (400 points).In ten years, six countries have managed toincrease the percentage of pupils reaching each ofthe four skill levels: Hong-Kong, Russia, UnitedStates, Singapore, Iran and Slovenia. Five othercountries showed a declining trend (France, theNetherlands, Bulgaria, Sweden and Lithuania). InFrance,the decline was slight and involved only thetop performers, in the high reference point (score625), the other three percentages remained stableover the decade.

Asin2001and2006,Frenchpupilsexpressedahighlackofconfidenceandverylittleconfidenceintheirown reading abilities. In fact they are the ones,among European countries,who are most likely notto answer.They are also more likely not to completethe tests proposed. The magnitude of the problemis important: 7.7% of right answers were not givenby French children (table 05).�

PIRLS (Progress in InternationalReading Literacy Study) wassteered by the IEA, an associationof researchers based inAmsterdam.The national sample consisted of4,438 pupils from 174 primaryschools. It took into accountschool size and sector.At the international level, thesample covered 291,709 studentsin 10,539 schools.In May 2011, 58 countries andprovinces participated in thisassessment: South Africa (Englishand Afrikaans), Germany, England,Saudi Arabia, Australia, Austria,Azerbaijan, Belgium(French-speaking), Botswana,Bulgaria, Canada (+ the provincesof Alberta, Ontario and Quebec),Colombia, Croatia, Denmark,United Arab Emirates (+ AbuDhabi and Dubai Emirates),Spain (+ region of Andalusia),United States (+1 state of Florida),Finland, France, Georgia,Honduras, Hong Kong, Hungary,Indonesia, Iran, Ireland, NorthernIreland, Israel, Italy, Kuwait,Lithuania, Malta (+ in Maltese),Morocco, Norway, New Zealand,Oman, Netherlands, Poland,Portugal, Qatar, Slovakia, CzechRepublic, Romania, Russia,Singapore, Slovenia, Sweden,Taiwan, Trinidad & Tobago.To ensure comparability over time,PIRLS reused some texts fromassessments between 2001 and2006. The performance scale wasdeveloped using the item responsestatistical model.The centre of the PIRLS scale wasfixed by a 500 point constructionand a standard deviation of 100.This value of 500 points was not athreshold corresponding to theminimal skills to be achieved.

Source: IEA-PIRLS / MEN-MESR DEPPCoverage: France excluding La Réunionand TOM, public and private undercontract

Results


19

50 I 51

Over ten years, overall performance of France has been statistically stablein the PIRLS international survey. It stands above the international averagebut below the European average.However, there has been a significant decrease in the most complex skillsand understanding of informational texts.

PIRLS 2011: reading skills of CM1 pupils 19PIRLS 2011 General average score

OECD countries (25 countries out of 30) 538

European Union 2007 (23 countries out of 27) 534

France 520

02 Groups of countries similar to France


01 Performance of pupils from various countries and provincesparticipating in PIRLS


Type of schoolAverage score

2001 2006 2011Whole of France 525 522 520Public, excludingpriority educationzones 533 525 523Private 527 536 531Public, priorityeducation zones 477 478 480

03 General average scores per type of school


Reference point

Advanced(625)

High(550)

Intermediate(475)

Low(400)

France

2001 7% 37% 77% 95%

2006 5% 35% 76% 96%

2011 5% 35% 75% 95%

European median 2011 8% 46% 82% 97%

Interpretation: in 2011, 35% of French pupils reached the high point of reference, the Europeanmedian for this reference point was 46%. In France in 2011, the percentage of pupils reachingthe advanced point of reference was significantly lower than that of 2001.

04 Trends in pupils reaching the international performancereference points in reading


No answer given for…Items not attained Total

… MCQs… open questions to

… all questions1 point 2 points 3 points

Netherlands 0.9% 2.5% 3.0% 5.8% 1.7% 0.2% 1.9%Europe 1.6% 7.2% 8.3% 10.8% 3.9% 0.7% 4.6%France 2.7% 12.3% 13.9% 19.4% 6.4% 1.3% 7.7%

05 No answer given and items not attained


he disciplinary assessment cycle conductedon sample (CEDRE) is designed to measure

attainment of targets set by the curricula. Theresumption, in 2012, of the 2006 assessment inHistory, Geography and Civic Education, allows acomparisonoftheperformanceofpupilsattheendof elementary school six years apart and measu-rement of their development.

In 2012, the performance of pupils at the end ofCM2 in History,Geography and Civic Education wasstable compared to 2006 (graph 01).

The average score for girls, like boys, was stablebetween 2006 and 2012. Nevertheless, contrastingtrends are observed. The gap narrowed slightly forgirlswhowerefeweringroup5(9.4%in2012against11.6% in 2006).However,the gap for boys increased.The proportion of boys at each end of the scaleincreased between 2006 and 2012: 2.9% of them

belonged to group <1 in 2012 (against 1.9% in 2006)and there were 13.5% in the highest group (group 5)in 2012 (they were 8.4 % in 2006) (table 02).

In 2012, as in 2006, there were much more pupilshaving repeated in groups <1 and 1 than “on target”pupils:39.8% of them belonged to groups <1 and 1in 2012 against 11.5% of “on target” pupils.

Finally, the average score of pupils increased inGeography: it increased from 250 in 2006 to 255 in2012.Inthissubject,thereweremorepupilsin2012inthehighestachievinggroup:14.1%against10.0%in 2006 (table 03).�

The 2012 assessment partly tookup assessment of 2006 and thusmeasured progress in pupilperformance. The assessmentinvolved 170 questions or itemsof which 132 were identical to thetest taken in 2006.To satisfy the purposes of thesystem, a sample of around1,000 pupils, representing thenational level of schools, wascompiled (public schools andprivate schools under contract inMetropolitan France). The answersof 5,595 pupils were analysed. In2006, the bottom part of the scaleconsisted of scores obtained by15% of pupils with the lowestresults (groups <1 and 1). Group <1corresponded to very low levelpupils among these pupils.The other end of the scale, theupper part, consisting of thehighest scores, brought together10% of pupils (group 5). Betweengroups 1 and 5, the scale wasdivided into three spreads of equalscores corresponding to threeintermediate groups (groups 2,3 and 4).The joint calculation of itemresponse models, on the basis of2006 and 2012 data, and thepresence of common itemsbetween both assessmentsmaintained a scale with identicalfeatures which had the samescore bracketing system as in2006. It was thus possible tomeasure progress in the pupilbreakdown according to the levelsof the scale.

Source: MEN-MESR DEPPCoverage: Metropolitan France, publicand private sectors under contract

Results


20

52 I 53

At the end of elementary school, pupils’ performance in History, Geography and CivicEducation were stable between 2006 and 2012; this stability affected both the averagescore and breakdown throughout the different ability groups.

CEDRE assessments: skills in History-Geographyand Civic Education at the end of elementary school 20

Interpretation: in 2012, 27.6% of pupils belonged to group 2 compared to 27.9% in 2006.NB: values are rounded off to the nearest decimal to obtain sums equal to 100%.

01 Trends in the average score in History,Geography and CivicEducation and breakdown of pupils per level in 2006 and 2012 (as %)

Metropolitan France, public and private sectors under contract


Average score2006 2502012 251

Breakdown (%) Average score Group < 1 Group 1 Group 2 Group 3 Group 4 Group 5

Total2006 100.0 250 2.3 12.8 27.9 29.1 17.9 10.02012 100.0 251 2.6 12.4 27.6 29.1 16.8 11.5

Boys2006 49.8 248 1.9 13.7 28.2 30.4 17.4 8.42012 51.0 252 2.9 12.8 27.3 27.9 15.6 13.5

Girls2006 50.2 252 2.6 11.8 27.7 27.9 18.4 11.62012 49.0 250 2.4 12.0 28.0 30.3 17.9 9.4

Pupils behind2006 17.2 215 7.7 30.0 35.2 20.6 4.8 1.72012 12.6 210 9.3 30.5 37.4 17.5 3.8 1.5

Pupils “on target” 2006 82.8 257 1.1 9.2 26.4 30.9 20.7 11.72012 87.4 257 1.7 9.8 26.2 30.8 18.6 12.9

Interpretation: girls represented 50.2% of pupils surveyed in 2006 and 49.0% in 2012. Their score was stable between the two assessment cycles; 2.4% of them belonged to group <1 in 2012 compared to2.6% in 2006.NB: significant differences are marked in bold and italics for reductions and in bold and colour for increases between 2006 and 2012. Values are rounded off to the nearest decimal to obtain sums equal to 100%.

02 Breakdown (as %) and average scores in History-Geography and Civic Education and breakdown according to groups of different levelsin 2006 and 2012 Metropolitan France, public and private sectors under contract


Year Average score Group < 1 Group 1 Group 2 Group 3 Group 4 Group 5

Total2006 250 3.0 12.0 28.6 28.5 17.9 10.02012 255 3.4 10.6 25.3 28.0 18.6 14.1

Interpretation: in 2012, the average score of pupils in Geography was 255 and 25.3% of pupils belonged to the level 2 group against 28.6% in 2006.NB: significant differences are marked in bold and italics for reductions and in bold and colour for increases between 2006 and 2012. Values are rounded off to the nearest decimal to obtain sums equal to 100%.

03 Average score in Geography and distribution (as %) according to groups of different levels in 2006 and 2012

Metropolitan France, public and private


he disciplinary assessment cycle conductedon sample (CEDRE) is designed to measure

attainment of targets set by the curricula. Theresumption in 2012, of the 2006 assessment inHistory, Geography and Civic Education, allowed acomparisonoftheperformanceofpupilsattheendof collègesixyearsapartandmeasurementof theirdevelopment.

Pupil performance in History, Geography and CivicEducation at the end of collège declined between2006 and 2012, with an average score that hadfallen by 11 points. In 2012, the share of pupilslocated in the lower levels (groups <1 and 1)increased from 15.0% to 21.4%;at the other end ofthe scale, the percentage of pupils in the highestlevel(group5)significantlydecreased,movingfrom10.0% to 6.3%. A downward shift in pupil perfor-mance is observed: their results were not moredispersed in 2006 than in 2012, but their perfor-mancehasbecomesignificantlyworse (graph01).

The average score of girls, like boys, decreased:respectively - 10 points for girls and - 11 points forboys (table 03).

The socio-educational index determines the sociallevel of the child’s family environment. This indexcan replace the parental occupation to betterexplain pathways and the academic success oftheir children. To establish the 2006 and 2012samples,the socio-educational index average wascalculated and four groups of schools were thencreated, from the most disadvantaged to the mostprivileged institutions. The analysis of averagescores in History, Geography and Civic Educationaccording to these four groups of schools showedthat the decrease in performance was morepronounced for the most disadvantaged schools:- 18 points against - 10 points for other schools(table 02).�

The 2012 assessment partly takesup assessment of 2006 and thusmeasures progress in pupilperformance. The assessmentinvolved 296 questions or items ofwhich 236 were identical to thetest taken in 2006.To satisfy the purposes of thesystem, a sample of around 5,000pupils, representing the nationallevel of schools, was compiled(final year of general lowersecondary education in publiccollèges and private collègesunder contract in metropolitanFrance). The answers of 4,476pupils were analysed. In 2006, thebottom part of the scale consistedof scores obtained by 15% ofpupils with the lowest results(groups <1 and 1). Of these twogroups, group <1 corresponded toa very low level pupils.The other end of the scale, theupper part, consisting of thehighest scores, brought together10% of pupils (group 5). Betweengroups 1 and 5, the scale is dividedinto three spreads of equal scorescorresponding to threeintermediate groups (groups 2,3 and 4).The joint calculation of itemresponse models, taking 2006 and2012 data, and the presence ofcommon items between bothassessments maintains a scalewith identical features which hasthe same score bracketing systemas in 2006. It is thus possible tomeasure progress in the pupilbreakdown according to the levelsof the scale.

Source: MEN-MESR DEPPCoverage: Metropolitan France, publicand private sectors under contract

Results


21

54 I 55

At the end of collège, pupil performance in history and geographyand civic education had lowered, with in 2012 an averagescore 11 points lower than 2006. A general shift from the averagelevel to lesser performing groups was observed.

CEDRE assessments: skills in History-Geographyand Civic Education at the end of collège 21

Interpretation: in 2012, 26.7 % of pupils belonged to group 3 compared to 29.7 % in 2006.NB: values are rounded off to the nearest decimal to obtain sums equal to 100%.

01 Trends in the average score in history, geography and civiceducation and breakdown of pupils per level in 2006and 2012 (as %) Metropolitan France, public and private sectors under contract


Average score2006 2502012 239

School’s average index 2006 2012

First quartile (most disadvantaged schools) 239 221

Second quartile 241 231

Third quartile 252 242

Fourth quartile (most privileged schools) 265 255

Interpretation: in 2012, the average score of pupils belonging to a quarter of the mostdisadvantaged schools (1st quartile) decreased by 18 percentage points compared to 2006,from 239 to 221.(1) The socio-educational index determines the social level of the child’s family environment.This index can replace the parental occupation to better explain pathways and the academicsuccess of their children.

02 Average score in history, geography and civic education accordingto the school’s socio-educational position in 2006 and 2012 (1)



Breakdown Average score Group < 1 Group 1 Group 2 Group 3 Group 4 Group 5

Total2006 100.0 250 2.1 12.9 28.1 29.7 17.2 10.0

2012 100.0 239 3.9 17.5 30.7 26.7 14.9 6.3

Boys2006 49.0 253 2.5 12.3 26.2 29.5 17.8 11.7

2012 49.7 242 3.7 16.6 29.5 27.2 15.9 7.1

Girls2006 51.0 247 1.8 13.5 29.9 29.8 16.7 8.3

2012 50.3 237 4.1 18.3 32.0 26.2 13.8 5.6

Interpretation: boys represented 49.0% of pupils surveyed in 2006 and 49.7% in 2012. The score decreased (-11 points) between the two assessment cycles, rising from 253 to 242; 3.7% of them belongedto group <1 in 2012 compared to 2.5% in 2006.NB: significant differences are marked in bold and italics for reductions and in bold and colour for increases between 2006 and 2012. Values are rounded off to the nearest decimal to obtain sums equal to 100%.

03 Breakdown (as %), average score in history-geography and civic education and breakdownaccording to groups of different levels in 2006 and 2012



n2012,thereadingtestsconductedaspartoftheJournée Défense et Citoyenneté (JDC, ex-JAPD)

involved almost 750,000 young French citizens(men and women) aged 17 or over. The aim of thetest is to assess three specific dimensions:automation of reading, lexical knowledge andcomplex processing of written materials. Athreshold of competence was determined for eachone of these: below a certain level, the youngpeople were deemed to have problems in thetargeted skill (-), and above it, they were deemed tobe proficient in that skill (+). Based on thecombined results, eight reader profiles weredetermined (table 01).

The weaknesses of those young people with themost serious difficulties (profiles 1 and 2), whichrepresented 4.4% of the whole in 2012,was causedby a significant lack of vocabulary. Furthermore,profile 1 individuals (2.5%) had not acquired thebasic mechanisms for processing writtenlanguage.They undoubtedly included non-readers.On the other hand,profile 3 and 4 (5.5%) individualshadanacceptableoral lexical levelbutwereunableto process complex written documents.

The test has also been designed to identify specificreader profiles: 9.2% of young people (profiles 5aand 5b) managed to compensate for their diffi-culties and achieve a certain level of compre-hension. The 5c profile (10.4% of all young people)referstoapopulationofreaderswho,despitemajorsignificantdeficienciesintheautomaticprocessesinvolved in identifying words, manage complexprocessing of the written word by relying on proven

lexical skills. Finally, profile 5d describes youngpeople having been successful all round,i.e.70.6%of the total population. According to the testcriteria, these young people have everythingneeded to further develop their reading skills anddeal with different types of text.

Boys often had more problems than girls (table 01).Theydidlesswell incomprehensiontests(complexprocessing) and therefore made up the majority inprofiles 1, 2, 3 and 4. Their deficient understandingof basic mechanisms of language processing(reading automation) explains their strongpresence in profiles 1, 3, 5a and 5c (table 02 andgraph 04).

The comparison of 2012 data with those of the 3previous years indicates a slight drop in thepercentage of young people with reading diffi-culties: 9.9% in 2012 compared to 10.6% in 2009,10.8% in 2010 and 10.4% in 2011. This decline wasmore striking in boys even though the proportion ofgirls with reading difficulties remained signifi-cantly lower (table 03). These trends should beinterpreted with caution.Indeed,the results do notrelate to cohorts of young people but to partici-pants. Some young people, in variable proportionsdepending on the year,do not show up at the JDC at17, and we know, through previous surveys, thattheygenerallyperformlesswellthantheothers.�

The aim of the JDC tests is toidentify, among poor readers, threemajor categories of difficulty ofvarying nature:– poor automation of themechanisms responsible foridentifying words: rather thanfocusing their attention on theconstruction of meaning, poorreaders need to focus onrecognising words which should bepossible automatically;– inadequate language skills:mainly due to a lack of lexicalknowledge;– poor performance in thecomplex processing needed tounderstand a document: manyyoung people are rather ineffectivein processing the written word,either due to a lack of expertise orto a short attention span eventhough their ability to identifywords, or language skills are notcalled into question.

Source: Ministry of Defence - DSN,MEN-MESR-DEPPCoverage: young French citizens (menand women) having attended the JDC in2012 in Metropolitan France + DOM

Results


22

56 I 57

In 2012, 81% of young French people aged around 17 were proficient readers.The “Journée défense et citoyenneté” (JDC, formerly JAPD) also provides anaccurate measurement of the proportion of young people experiencing readingdifficulties: they made up 9.9%, almost half of whom were practically illiterate.

Young people’s reading skills (JDC) 22

2009 2010 2011 2012TotalEfficient readers 79.8 79.6 80.3 81.0Mediocre readers 9.6 9.6 9.4 9.2Very poor reading skills 10.6 10.8 10.4 9.9Serious difficulties 5.1 5.1 4.8 4.4BoysEfficient readers 78.0 77.9 78.9 79.9Mediocre readers 9.4 9.5 9.0 8.7Very poor reading skills 12.6 12.6 12.1 11.5Serious difficulties 5.9 5.9 5.5 5.0GirlsEfficient readers 81.7 81.5 81.7 82.1Mediocre readers 9.7 9.8 9.7 9.6Very poor reading skills 8.6 8.7 8.6 8.3Serious difficulties 4.2 4.2 4.2 3.9

NB: the totals in the columns may not add up to 100% due to the rounding off effect.

03 Breakdown of boys and girls according to their skills profileTrends from 2009 to 2012 as % Metropolitan France + DOM

Sources: Ministry of Defence - DSN, MEN-MESR-DEPP

04 Breakdown of each reader profile according to gender(JDC 2012) as % Metropolitan France + DOM


Profil Complexprocessing

Automationof reading

Lexicalknow-ledge

Boys Girls Total

5d + + + 68.0 73.3 70.6 Efficientreaders

5c + - + 11.9 8.8 10.4 81.0

5b + + - 6.0 7.6 6.8 Mediocrereaders

5a + - - 2.7 2.1 2.4 9.2

4 - + + 3.5 2.9 3.2With

readingdifficulties

3 - - + 2.9 1.6 2.3 5.5

2 - + - 1.9 1.9 1.9 Seriousdifficulties

1 - - - 3.1 1.9 2.5 4.4

Interpretation: the combination of three aspects of the assessment produces 8 profile definitions.Profiles numbered 1 to 4 concern young people unable to carry out complex processing (verylow comprehension of guided reading texts, very poor ability to retrieve information). They arebelow the accepted threshold of functional reading. Profiles 5a, 5b, 5c, 5d are above thatthreshold but their skills are more or less sound, which may require them to make quite a lot ofeffort to compensate.NB: the totals in the columns may not add up to 100% due to the rounding off effect.

01 Reader profiles (JDC 2012) as %



Complex processing

Average score out of 20

Boys 13.5

Girls 14.0

Lexical knowledge

Average score out of 20

Boys 15.9

Girls 15.9

Lexical knowledge

Average time in seconds

Boys 1.57

Girls 1.53

Interpretation: in comprehension tests (complex processing), girls obtained better results thanboys: they obtained an average score of 14 out of 20 whereas boys obtained 13.5 out of 20.In lexical knowledge, the results were identical for both genders.In deciphering (automation of reading), boys, in general, were slower than girls.

02 Performances in assessments according to gender (JDC 2012)



ith an annual increase of more than 4% at theend of the 1980s, the entry rate to level IV

education rose from 34% in 1980to 71% in 1994(alleducation and training pathways put together).This was linked to a sharp drop in repeat years inthe second year of upper secondary education,leading to a rise in numbers in the final year

. The rate then stabilised ataround 69%. In 2010, the first effects of the reformof the vocational pathway appeared (generali-sation of the vocational baccalauréat in threeyears) and the rate gained 15 points in two years. Atthe end of the transition period, it fell to 79.3%, butremained above the level it had during the firstdecade of the 2000s.

In schools falling under the authority of theDepartment for National Education, the entry rateto level IV education peaked at around 68% in 1994,to drop back to around 62% in the early 2000s.During the transition phase,following the reform ofthe vocational pathway, the rate rose sharply. In2011,itwas76.2%(+12.5pointscomparedto2009),but it dropped to 71.1% in 2012. The proportion ofyoung people reaching level IV by other trainingmeans (agriculture and apprenticeship) grewsteadily through the 1990s. The rate of access byagricultural training to level IV reached 3.2% in2012,followingtheimplementationofthereformofthe vocational pathway.Since 2005,within appren-ticeship programmes,the access rate rose to reach6.1% in 2011. In 2012 it was estimated at 5.0%1.

Having exceeded 40% in the 1994 academic year,the entry rate through general studies stabilised ataround 34%, from 1997 to 2003. Since then, it hasprogressed steadily and gained 4.5 points in 2012

compared to 2003,reaching 38%.At the same time,the technological stream, whose significance rosecontinually until 2000 to reach 22%, has sincecontinued to subside: 16.2% in 2012.

Finally, the progress of the vocational pathway,strong until 1998, then stable with a rate close to14%, picked up again in 2005, in particular due tothe development of preparatory courses for thevocational baccalauréat and brevet certificatesthrough apprenticeship. The generalisation of thevocational baccalauréat in three years producedthe current strong increase.In 2010 and 2011,whilethe old and the new curricula were both inexistence, the rate rose to 24.3% and 31.8%, i.e. 14points higher than in 2009. At the end of thetransition period, the old curriculum was largely inthe minority in 2013. The rate fell by 6.7 pointscompared to 2012,but is still 7.3 points higher thanin 2009. The reform of the vocational pathway hashelped bring more pupils and apprentices to levelIV. Girls succeeded more often than boys in level IVtraining ,but the gap is narrowing from 12points in 2000 to 4.5 in 2012. The gap in favour ofgirls is particularly clear in the general pathway(11.5 points against 2.3 in the technologicalpathway), but it is narrowing with boys makingbetter progress than girls (+4.6 points between2000 and 2012 against +3.2 for girls). Boys tookgreater advantage of the strong upsurge in thevocational pathway than girls:their advantage hasincreased considerably (12.5 points in 2011,estimated at 9.2 percentage points in 2012).Inversely,access to level IVthrough the agriculturalpathway has opened up to girls:between 2000 and2012, it rose from 2.3% to 3.3% for girls whereas itfell from 3.1% to 3.0% for boys.�

Education levels group togethereducation options deemed toproduce a comparative level ofqualification.A pupil who has enrolled at leastonce in an option of this type isdeemed to have reached thecorresponding level of education.Access to level IV covers pupilsentering upper secondary schoolvia the general, technological orvocational pathways (including thevocational certificate) as well asapprentices reaching the final yearin courses preparing for thebaccalauréat or vocationalcertificate.The access rate to level IVeducation is the ratio produced bythe number of pupils reaching thislevel for the first time per year ofbirth to the numbers of thegeneration to which they belong.The indicator presented hereknown as the annual or transverserate, is the sum of theseelementary rates per age for thesame academic year.It therefore differs from thepercentage of a generationentering the level in question,which is the sum of the same basicrates for all school years for thatgeneration.The access rate to level IV ofeducation should not be confusedwith the baccalauréat pass rate orwith the proportion of personsholding the baccalauréat in ageneration, which is presented inindicator 24.

The access rate to level IV viaapprenticeship in 2012 is calculated byestimating entrants in this level.The reform of vocational educationhas changed flows of apprentices andintroduced a bias in this 2012 estimate.The access rate of apprentices to levelIV education is thus underestimatedin 2012.

Sources: MEN-MESR DEPP,Department of Agriculture, InseeCoverage: Metropolitan France,Metropolitan France + DOM excludingMayotte, public and private

Results


23

58 I 59

More than 79% of young people reached level IV education in 2012,including more than 25% in the vocational pathway.The gap between girls and boys was reduced by the restructuringof the vocational pathway.

Access to level IV education 2302 Trends in the access rate to level IV education from 1980 to 2012

(including all initial education options)

Metropolitan France until 1999, Metropolitan France + DOM, excl. Mayotte since 2000

Sources: MEN-MESR-DEPP, Department of Agriculture, Insee

Stream2009 2010p 2011p 2012p

Girls Boys Gap betweenboys and girls Girls Boys Gap between

boys and girls Girls Boys Gap betweenboys and girls Girls Boys Gap between

boys and girls

General 41.7 30.4 11.3 42.3 31.2 11.2 43.5 32.3 11.2 43.9 32.4 11.5

Technological 18.7 16.7 2.0 18.5 16.5 2.0 18.0 15.7 2.3 17.3 15.1 2.3

Vocational 15.5 20.2 - 4.7 21.3 27.2 - 6.0 25.4 37.9 - 12.5 20.4* 29.6* - 9.2*

Total 75.9 67.3 8.6 82.0 74.9 7.2 86.9 85.9 1.0 81.6* 77.1* 4.5*

MEN 69.3 58.3 10.9 75.4 65.6 9.8 78.9 73.7 5.1 74.8 67.5 7.3

Agriculture 2.9 2.3 0.6 2.8 2.3 0.5 3.9 4.3 - 0.4 3.3 3.0 0.2

Apprenticeship 3.8 6.7 - 2.9 3.8 6.9 - 3.1 4.2 7.9 - 3.7 3.5* 6.6* - 3.1*

* figures based on an estimate concerning apprenticeship trainingp: provisional data

03 Access rates in level IV, according to the pathway and genderMetropolitan France + DOM, excl. Mayotte


StreamMetropolitan

France Metropolitan France + DOM, excl. Mayotte

1980-81 1990-91 2000-01 2009-10 2010-11p 2011-12p 2012-13p

General 22.1 33.4 34.1 35.9 36.6 37.8 38.0

Technological 11.9 17.6 21.7 17.7 17.4 16.8 16.2

Vocational 0.0 5.0 14.0 17.8 24.3 31.8 25.1*

Total 34.0 56.0 69.8 71.4 78.3 86.4 79.3*

MEN 33.0 54.0 63.4 63.7 70.4 76.2 71.1

Agriculture 1.0 1.4 2.7 2.6 2.6 4.1 3.2

Apprenticeship 0.0 0.6 3.7 5.2 5.4 6.1 5.0*

* figures based on an estimate concerning apprenticeship trainingp: stream calculated as from 2009-10 using Insee demographic estimates based on annualcensuses. The data are definitive until 2009-10, then provisional.

01 Access rate to level IV education(including all initial education options)

Public and private


etween 1980 and 2012, the baccalauréatunderwent profound changes: the annual

number of baccalauréat graduates more thandoubled and their proportion in a generation rosefrom one quarter to around three quarters

. This increase was particularly sharpbetween 1988 and 1995 following the creation ofthe vocational baccalauréat. Then, until 2008, theproportion of baccalauréat graduates in ageneration remained stable at around 62%. In2009, it exceeded 65% with, in particular, theintroduction of a test in the vocationalbaccalauréat. The reform of the vocationalpathway, whose first effects appeared in 2011, hassignificantly increased the proportion of thesebaccalauréat graduates. In 2011 and 2012 the firstpupils having taken the three-year vocationalbaccalauréat course are in their final year togetherwith a strong contingent of pupils having studiedfor the BEP followed by a two-year baccalauréatcourse. Taking advantage of this annual influx ofcandidates and graduates in the vocationalpathway, the proportion of graduates in ageneration in Metropolitan France and the DOM(excl. Mayotte) peaked at 76.7% in 2012 and can bedivided as follows: 37.1 % in the general pathway,15.7 % in the technological pathway and 23.9 % inthe vocational pathway. In the 2013 session, at theend of the transition period, the proportion wasestimated to be lower (73.1%) but the proportion ofvocational baccalauréat graduates remainedmuch higher than sessions prior to the reform.Since 1995,the number of baccalauréat graduateshas increased by about 25% but their breakdownchanged in favour of vocational and technologicalstreams until 2000, and then only vocational after

that. Over the period, the proportion of thevocational baccalauréat more than doubled to over31%in2012.Thegeneralbaccalauréat,ontheotherhand, fell by almost 10 points between 1995 and2012, mainly owing to the decline of the literarystream, which now attracts fewer than one out often baccalauréat graduates . Theproportion of technological baccalauréatgraduates fell by almost 8 points. Until 2009, whenit reached 86%, the baccalauréat pass rateregularly increased. Between 2009 and 2012, allstreams put together, the pass rate has declinedand reached 84.5%. This recent drop is mainly dueto the vocational baccalauréat which has lost morethan 9 points since 2010, after having gained 10 in2009. At the 2013 session, success in this pathwayhas stabilised. Combined with strong growth ingeneral and technological pathways, its pass ratein 2013 exceeded its 2009 record: 86.8% (provi-sional for June) against 86.2%. Since 1995, thesuccess rate of the general baccalauréat hasincreased by nearly 17 points and more than 11pointsinthetechnologicalbaccalauréat .The social background of candidates has a verystrong influence not only on their breakdownbetween streams , but also on theirrespective pass rates. In 2012, more than 94% ofchildren with parents in management or theteaching professions passed the general bacca-lauréat, i.e. 8 points more than children fromworking class families. The gap closed slightly intechnological and vocational streams. Farmers’children show the greatest success in technolo-gical and vocational pathways and are very close tothe children of managers or teachers in the generalpathway ).�

Proportion of baccalauréatgraduates in a generation: this isthe proportion in a hypotheticalgeneration of individuals whereeach age group would comply withthe entry and pass rates observedin the year under consideration.This figure is obtained bycalculating, for each age group,the proportion of the number ofgraduates in that age’s population,and by adding these rates per agegroup. The calculations werebased on the Insee demographicseries integrating the results ofannual censuses (set up in 2004)and appeared in the databaseapplicable in March 2013.These data are available forMetropolitan France and DOMexcluding Mayotte.

Pass rate: it is obtained bycalculating the number ofsuccessful candidates withrespect to the number of sittingcandidates. All candidates takingat least one paper are consideredto be sitting candidates.

Coverage: Metropolitan Franceor Metropolitan France + Domor Metropolitan France + Dom excludingMayotteSources: MEN-MESR-DEPP, Insee,Department of Agriculture

Results


24

60 I 61

More than 76% of a generation’s young people obtained a baccalauréat in the 2012session. Since 1995, the share of general and technological baccalauréat holdershas decreased in favour of vocational streams.Baccalauréat pass rates still vary according to candidates’ social background.

Baccalauréat graduates 24

Generalbac.

Techno-logical

bac.

Voca-tionalbac.

Total

Farmers 93.6 91.5 85.3 90.8

Skilled craftsmen, retailers, company directors 89.8 85.8 81.0 86.1

Management and high-level intellectualprofessions 94.1 88.4 83.9 92.1

including teachers and equivalent 94.8 88.2 84.9 93.4

Intermediate professions 90.9 85.9 81.2 87.7

including primary school teachers andequivalent 93.8 87.6 83.5 92.0

Office workers 88.0 84.1 79.6 84.8

Blue-collar workers 85.5 82.6 76.5 80.5

Retired 87.4 80.0 75.1 80.4

Others with no professional activity 80.0 76.2 70.4 75.9

Undefined 78.4 75.3 79.0 78.4

Total 89.6 83.2 78.4 84.5

04 Pass rates in 2012 according to social background

Metropolitan France + DOM including Mayotte

Sources: MEN-MESR-DEPP, Department of Agriculture

NB: stream calculated as from the 2001 session using Insee demographic estimates based onannual censuses. The data are definitive until 2010, then provisional. For the 2013 session,figures have been calculated using provisional baccalauréat results in 2013.

01 Proportions of baccalauréat graduates per generation (1980-2013)

Metropolitan France until 2000, Metropolitan France + DOM, excl. Mayotte since 2011


1995 session* 2012 session 2013 session (p)Graduates Breakdown Graduates Breakdown Graduates Breakdown

General baccalauréatES 76,555 15.5% 96,496 15.8% 97,724 16.6%L 71,460 14.5% 46,457 7.6% 50,275 8.5%S 139,031 28.2% 150,884 24.7% 157,127 26.7%Total general streams 287,046 58.3% 293,837 48.2% 305,126 51.9%Technological baccalauréatSTI2D/STD2A (ex-STI) 36,366 7.4% 26,911 4.4% 27,288 4.6%STG (ex-STT) 78,894 16.0% 62,937 10.3% 61,010 10.4%ST2S (ex-SMS) 13,337 2.7% 21,377 3.5% 22,352 3.8%Other technological streams 9,670 2.0% 13,896 2.3% 14,008 2.4%Total technological streams 138,267 28.1% 125,121 20.5% 124,658 21.2%

Vocational baccalauréatProduction 26,218 5.3% 96,191 15.8% 74,537 12.7%Services 40,878 8.3% 94,708 15.5% 83,860 14.3%Total vocational streams 67,096 13.6% 190,899 31.3% 158,397 26.9%Total vocational streams 492,409 100.0% 609,857 100.0% 588,181 100.0%

* excluding MayotteNB: for the 2013 session, figures have been calculated using provisional baccalauréat resultsin 2013.

03 Breakdown per stream of baccalauréat graduates in the 1995,2012 and 2013 sessions

Metropolitan France + DOM, including Mayotte after 2012


NB: for the 2013 session, figures have been calculated using provisional baccalauréat resultsin 2013.

02 Trends in baccalauréat pass rates from 1995 to 2013

Metropolitan France + DOM, excl. Mayotte until 2010, including Mayotte since 2011


or many years now, government educationpolicies have had a common ambition to rise to

the challenge of providing high quality education,which can be measured by the success of youngpeople in secondary schools, or more broadly, byall young people leaving initial education. It canalso be assessed by comparing France with otherOECD countries.

In 2012, 79% of the population aged 18 to 24 and73% aged 25 to 64 held an upper secondary schoolqualification . The share of qualifiedindividuals has sharply increased since 1992,by 24and 21 points respectively,due to the developmentofsecondaryandhighereducationinthe1980sand1990s.

Progress has also been made in terms of quality inthe past twenty years. The young generations havepursued higher level secondary school education.In1992, 33% of young people aged 18 to 24 held thebaccalauréat (general, technological or vocational),22% a certificat d’aptitude professionnelle (CAP -certificate of professional aptitude) or a brevetd’études professionnelles (BEP - vocational studiescertificate) and 45% the brevet or no qualificationswhatsoever . In 2012,64% of young peopleaged 18 to 24 passed their baccalauréat,15% a CAPor a BEP, and 21% had the brevet des collèges or noqualifications at all.A large number of baccalauréatgraduates went on to higher education.

Of the 700,000 young people having completedtheir initial education, an average 42% in 2009,2010 or 2011 held, as their highest qualification, ahigher education qualification, 42% an uppersecondary education qualification and 16% anational brevet qualification or no qualifications atall . During this 3-year period, youngpeople having left initial education with, at best, asecondary qualification,tended to hold a BEP-CAP(14% of all school leavers) or a technological orvocational baccalauréat (19%).Fewer of them heldageneralbaccalauréatonly(9%).Thebreakdownofthis last cohort per qualification is relatively stablewith respect to the previous cohort.

For many years, France’s adult population,alongsideotherLatincountries,hadbeenrelativelyunder-qualified . When the generationcurrently aged 60 was at school, secondary andhigher education were less developed in Francethan in North European countries or the UnitedStates. A population massively holding longsecondary education qualifications is consideredby the OECD and the European Union as a force todeveloptheeconomyandtheknowledgesociety.�

The level of qualification ismeasured here by the highestqualification awarded to theindividual.

Graphs 01, 03 and 04 relate tospecific age groups. Table 02concerns cohorts of individuals“leaving initial education”, i.e.young people who haveinterrupted their initial studies formore than a year, regardless oftheir age.

Comparisons between countriesare based on surveys on labourforces. In France this is the InseeEmployment survey.

The Employment survey wasannual until 2002 and oftenconducted in March.Since 2003, it is a continuoussurvey throughout the whole yearand the questionnaire oneducation has been reviewed.

Sources: MEN-MESR DEPP, Insee(Employment surveys)Coverage: OECD countries andMetropolitan France

Results


25

62 I 63

In 2012, 73% of the French active population aged 25 to 64 held an upper secondaryschool qualification compared to 79% of young people aged 20 to 24.Young people were therefore more qualified than the rest of the population.In this area, France is above the OECD average.

Qualification levels 25

p: provisional data for 2012Interpretation: in 2012, 73% of 25 to 64 year olds and 79% of young people aged 18 to 24declared having an upper secondary school qualification.

01 Proportion of young people and adults holding upper secondarydiplomas, depending on the year

Metropolitan France

Source: Insee, Employment surveys; calculations: MEN-MESR-DEPP

1992 1997 2002 2007 2012p

Baccalauréat 33 44 47 59 64

BEP-CAP 22 17 18 18 15

All secondary education graduates 55 61 65 77 79

Brevet or no qualifications 45 39 35 23 21

Total 100 100 100 100 100

p: provisional data for 2012Interpretation: in 2012, 64% of young people aged 18-24 declared having attained a baccalauréat(followed or not by higher education), 15% a BEP or a CAP or equivalent qualification.In all, 79% of the age group thus attained a secondary education qualification compared withfewer than 55% of the same age group in 1992.

03 Percentage of young people aged 18-24 with an upper secondaryeducation qualification (as %)

Metropolitan France


SpainItaly

FranceNetherlands

AustraliaOECD (average)United Kingdom

HungaryFinland

Germany

SwedenUnited States

6571

8382

84

8284

87

9087

9189

5456

7272

74

7577

82

8486

8789

25-64 yrs25-34 yrs

04 Percentage of populations aged 25-64 and 25-34having successfully completed secondary education (2011)

Source: Education at a Glance, 2013 (on the basis of surveys on labour forces)

Year of leavinginitial education

2006-2007-2008Total

2009-2010-2011pTotal

inthousands as % in

thousands as %

DEA, DESS, master, PhD 67 10 85 12Higher education institutions 42 6 37 5Bachelor's, master's degree 73 10 69 10DEUG, BTS, DUT and equivalent 88 12 83 12Paramedical and social 23 3 23 3Total higher education graduates 293 42 297 42General baccalauréat 59 8 61 9Technological, vocational and equivalentbaccalauréat 106 15 131 19Total baccalauréat and equivalentgraduates 165 23 192 28

CAP, BEP or equivalent 120 17 100 14Total population of upper secondaryeducation graduates 285 40 292 42

Brevet alone 59 8 51 7No qualifications 68 10 60 9Total brevet and no qualifications 127 18 111 16Total individuals leaving initialeducation 705 100 700 100

p: 2009-2010-2011, provisional dataInterpretation: on average, in 2009, 2010 and 2011, 700,000 young people left initial education.42% of them had a higher education qualification.

02 Breakdown of individuals leaving initial education accordingto their highest qualification

Metropolitan France


educing the number of under-educated andunder-qualified people is a major political

issue for our society. Several indicators areavailable in order to estimate “under-qualifi-cation”.

The qualification is a major asset for betterintegration into professional life. In contrast,leaving without any qualifications can be a realdisability.Withrespecttothis,youngFrenchpeopleare now better equipped to leave the educationsystem than they were . Indeed, theproportion of young people aged 18-24 who werenot in education or training and had the brevetdiploma at most was 40% in the late 1970s. Itincreased to 30% in the mid-1980s,15% at the endof 1990s, but has stagnated since the last decade.The sharp fall in the 1980s and 2000s is conco-mitant with the aim of bringing 80% of a generationto baccalauréat level and the development oftechnological and vocational education.

Although France has regained much ground, if onelooks at several decades, it still appears that theproportion of under-qualified young people hasbeen stable in recent years and remains higherthan northern countriesin theEuropean Union.TheEuropean Union has set a target for 2020 of fewerthan10%“earlyschoolleavers”(asopposedto18%in 2000 and 13.5% in 2011).

France also assesses standards attained at the endof secondary education, by analysing when peopleleaveeducation,dependingontheclassreached,on

the basis of school statistics. The proportion ofyoung people having interrupted their uppersecondary education before the final year fellbetween 2000 and 2005 and then stabilised ataround 7.5% . In September 2009, therenovation of the vocational pathway was genera-lised (end of BEP and access to the vocationalbaccalauréat in three years after the final year oflower secondary education). As a result of thisreform, the share of school leavers with a CAP-BEPdecreased to the benefit of leavers with a bacca-lauréat. In 2011, two cohorts of young people leftschoolwithavocationalbaccalauréat:youngpeoplehaving completed a course leading to the vocationalbaccalauréat in two years after a BEP, and the firstyoung peoplehaving taken thenew pathwayleadingto the vocational baccalauréat in three years afterthe final year of lower secondary education,hence amuch higher proportion of leavers with the bacca-lauréat than in 2010 (77.2% in 2011 against 72.8% in2010). Access to the second year in a professionallycée no longer takes place after the BEP but nowfollows the first year in a professional lycée. Youngpeople leave the education system in these classes,which increases the proportion of leavers before theend of upper secondary education: this proportionwas 10.1% in 2011 against 7.5% between 2005 and2008. The number of leavers with a CAP-BEP ismechanically decreased due to the disappearanceof the BEP.�

“Early leavers” are individualsaged 18-24 who did not attend aneducation institution in the fourweeks preceding the survey anddid not successfully completetheir secondary education. Herethey are estimated on the basis ofthe Insee Employment survey.

Sources: MEN-MESR DEPP,Insee, EurostatCoverage: Metropolitan France, EUcountries

Results


26

64 I 65

The proportion of young people aged 18 to 24 who were not in education and had noqualifications or only the brevet diploma declined steadily between 1980 and 2000.However, since the early 2000s, this proportion has remained stable at around 12%.In addition, 10% of pupils left school before reaching a final-year class of a CAP-BEP,baccalauréat or vocational certificate.

Under-qualified school leavers 26Class attained

Secondary school leaving year

2000 2005 2007 2008 2009 2010 2011

General and technological final years 53.8 55.5 54.1 53.8 54.4 55.0 53.9

Vocational final years (vocationalbaccalauréat and BP) 13.1 14.4 16.0 16.2 17.1 17.8 23.3

Total school leavers at baccalauréatlevel 66.9 69.9 70.1 70.0 71.5 72.8 77.2

First year of vocational baccalauréat in twoyears and BP 2.4 2.6 2.6 2.6 2.1 0.7 0.5

Final year CAP or BEP 21.3 19.9 19.7 19.9 18.8 16.8 12.2

Total school leavers at CEP or BEPlevel 23.7 22.5 22.3 22.5 20.9 17.5 12.7

1st or 2nd year of general or technologicalupper secondary school 2.4 2.0 2.2 1.8 1.8 1.3 1.0

Second year vocational upper secondaryschool - - - - - 2.3 3.8

First year vocational upper secondary school - - - - 0.7 2.4 2.6

First cycle, first year of CAP or BEP 7.0 5.6 5.4 5.7 5.1 3.7 2.7

All school leavers before the end ofsecondary education 9.4 7.6 7.6 7.5 7.6 9.7 10.1

Total pupils completing secondaryeducation 100.0 100.0 100.0 100.0 100.0 100.0 100.0

02 Secondary school leavers per class (as %)

Metropolitan France

Sources: MEN-MESR-DEPP / Scolarité information systems (MEN pupil numbers) and Sifa (CFA pupilnumbers), SAFRAN information system (pupil numbers recorded by the Department of Agriculture)

Interpretation: since 2003, the proportion of young people aged 18 to 24 years who are not inand have no qualifications or only the brevet diploma has stabilised to around 12%.This proportion was 40% in 1980.NB: the Employment survey was conducted in March until 2002, then became quarterly.It then combined the data from the four quarters. There was a break in series in 1982 due toa change of questioning to identify continued education and training; in 2003, the survey wasconducted throughout the year (before it was in March) and questions on the continuation ofstudies and training changed.

01 Proportion of young people (18-24 yrs) who are not in educationand have no qualifications or only the brevet diploma(early leavers) between 1978 and 2012

Metropolitan France, 2012 provisional data

Source: Insee, Employment surveys; calculations: MEN-MESR-DEPP03 Proportions of under-qualified young people:

international comparisons

Sources: Eurostat, 2012 and 2007 surveys on labour forces (full year) and OECD, same 2007 surveys(1st quarter)

hen assessing the common core ofknowledgeandskills ,girlswere

more likely than boys to have mastered the Frenchlanguage well (skill 1) at the end of primary schoolwith 82.7% against 74.3%. The difference wasaccentuated at collège (84.8 % against 72.6 % forboys).

Proficiency in mathematics and science andtechnology (skill 3) was very similar between girlsand boys at the end of primary school (68.1%against 69.9%), but girls pulled ahead at collègewith 76 6% against 72.9% for boys.

Taking advantage of these better acquired skills,girls had easier or more fluid educational pathsthan boys but continued to choose radicallydifferent streams, options and specialisms.

The data from the Employment survey confirm thatyoung women have a higher level of education thanmen, a gap that has constantly widened over thepast two decades Among young peoplehavingcompletedtheireducationintheyears2009,2010 and 2011, 48% of girls had higher educationqualifications compared to only 37% of boys. Theproportion of young people leaving school withoutany secondary qualifications (CAP, BEP or bacca-lauréat) reaches 20% for boys compared to only11% for girls.

The advantage in favour of women was confirmedin most developed countries of the OECD. Amongpeople aged 25 to 34, the proportion of thoseholdingatleastonesecondarydiplomaissystema-tically higher for women (in particular in Latincountries),with the exception however of Germany(higher proportion for boys) and the UK (sameproportions).

For the past thirty years, there have been morefemale baccalauréat graduates than male, eventhough the gap is tending to narrow with thecurrent boom in the vocational pathway. In 2012,they represented half of successful candidatesand more than 56% in the general streams alone.The presence of girls remains very unequaldepending on the stream In the generalstream, girls represent the large majority in artsand humanities (almost 80% of successful candi-dates in the 2012 session, down 4 points on themaximum recorded in 2002) and the percentagewas clearly lower in the economics and socialstream (62%). Girls however were the minority inthe scientific stream (less than 46% in the 2012session, i.e. 3.5 points more than in 1990). In thetechnological stream, service based optionsremained the preserve of girls (more than 56% ofSTG baccalauréat graduates, down 9 pointshowever since 2000 and 93% in ST2S) while theindustrial specialisms were dominated by boys(close to 90% in STI). Among vocational bacca-lauréat graduates, girls tended to remain in theminority (fewer than 40% of successful candi-dates) but were more present in the service thanthe production sector (66% compared to 14%).�

Sources: OECD, Insee (Employmentsurveys)and MEN-MESR-DEPPCoverage: Metropolitan France,OECD countries

Results


27

66 I 67

Girls were more proficient in French, achieved better school pathways and higherqualifications than boys. While clearly in the majority among general baccalauréatgraduates, there were fewer of them than boys in scientific and industrial courses.

Gender and education 27Year of leaving initial

education

1990-1991-1992* 2006-2007-2008 2009-2010-2011p

Men Women Men Women Men Women

Qualification obtained

Higher education qualification 32 33 36 47 37 48

Secondary educationqualification 39 42 41 40 43 41

No qualifications or brevet descollèges 30 25 23 13 20 11

2009-2010-2011p: provisional data* Qualifications in 1990-1991-1992 were calculated on the basis of annual Employmentsurveys conducted once in the year. The others were based on continuousquarterly Employment surveys. The number of survey years is added up to smooth out anysampling effects.Interpretation: 37% of boys leaving education in 2009, 2010 or 2011 had a higher educationqualification.Coverage: people having completed their initial education respectively in 1990-1991-1992,in 2006-2007-2008, and in 2009-2010-2011 questioned the year following the end of theeducation and belonging to a household in Metropolitan France.

01 The level of education attained by girls and boysat the end of their studies (as %)

Metropolitan France


02 Proportion of female baccalauréat graduates per stream from1990 to 2012

Metropolitan France


03 Proportion of young people aged 25-34 with at least an uppersecondary education qualification (2011)

Source: OECD, Education at a Glance, 2013 (on the basis of surveys on labour forces)

hepromotion of social diversity in Franceisoneof the challenges regularly written into the

Laws for the Future of Schools. Knowing thesuccess rate of a generation in the baccalauréatexam, the type of baccalauréat obtained and thehighest level qualification attained per socialcategoryisameansofassessingthescaleofeduca-tional inequality based on social background.

Quantitative developments in secondary – thenhigher – education have opened education up to abroader population.The proportion of young bacca-lauréat graduates rose exponentially, from 40% forgenerations born between 1966 and 1970 to 62% forthose born between 1976 and 1980.This proportionthenroseveryslightlyinrecentgenerations(68%foryoung people born between 1986 and 1990). Thisoverall trend however masks major social dispa-rities.For example,more managers’children passedthe baccalauréat than children of white-collar orblue-collar workers: 85% compared to 57% in thelast generation. Narrower than the 1960s genera-tions, this gap has practically not changed in adecade, between the 1970s or 1980s generations

.

The type of baccalauréat obtained also differsdepending on the parents’ socio-professionalcategory (table 02). In 2012, 48% of qualificationsgained were general baccalauréats, 21% technolo-gical baccalauréats and 31% vocational baccalau-réats. But although 76% of baccalauréat graduateswho are children of managers obtained a generalbaccalauréat,14% a technological baccalauréat andonly 10% a vocational baccalauréat, the breakdownwas 31%, 23% and 46% for working-class children.

Moreover, among young people having completedtheir initial education in 2009,2010 and 2011,morechildren of managers and the intermediate profes-sions had, as their highest qualification, a highereducation qualification than children of white-orblue-collar workers (61% and 31% respectively).Fewer of them however held the baccalauréat atthe most (25% and 29% respectively),the CAP-BEP(7%and20%respectively)orthebrevetornoquali-fications at all (7% compared to 20% respectively).Thesedifferencesarerelativelystablecomparedtoyearsschoolleaversfrom2002to2004 .�

The “level of education” ismeasured here by the highestqualification declared by theindividual. The “social origin” istraditionally assessed by thesocio-professional category of theparents, with priority given to thefather.The socio-professional category ofa retired or unemployed person isthat of his or her last employment.The father’s profession takesprecedence over that of themother and the mother’sprofession replaces it when thefather is absent or deceased.

Graph 01 concerns generations i.e.young people born in the same year.These data are provided by theInsee Employment survey.The 1992 survey took thedeclarations of generations bornbetween 1966 and 1970 and the2012 survey took those ofgenerations born between 1986and 1990.

The table 02 uses the exhaustiveMEN Ocean database.

Graph 03 concerns young peoplehaving completed their initialeducation the year prior to thesurvey. These data are provided bythe Insee Employment survey.Leavers in 2009, 2010 and 2011were thus observed in the 2010,2011 and 2012 surveysrespectively. The analysis overthree consecutive years givesa sufficiently large number ofindividuals per socio-professionalcategory.

Sources: MEN-MESR DEPP, Insee(Employment surveys)Coverage: Metropolitan Francefor the Insee surveys and MetropolitanFrance + DOM (including Mayotte)for MEN statistics

Results


28

68 I 69

Although access to secondary and then higher education was extendedthroughout the French population at the end of the twentieth century,disparities remained depending on pupils’ social background.They particularly concerned the baccalauréat pass rate, the typeof baccalauréat obtained and the highest level of qualification attained.

Level of education according to social background 28Stream

general technological vocational

Farmers 54 19 27

Skilled craftsmen, retailers, companydirectors 48 20 31

Management and high-level intellectualprofessions 76 14 10

Intermediate professions 58 23 20

Office workers 49 26 24

Blue-collar workers 31 23 46

Retired 38 21 41

Not working 42 28 29

Not provided 12 14 73

Total 48 21 31

Interpretation: in 2012, 54% of baccalauréat graduates with farmer parents obtained a generalbaccalauréat, 19% a technological baccalauréat and 27% a vocational baccalauréat.

02 Breakdown by stream of baccalauréat graduates in 2012based on social background (as %)


Source: MEN-MESR DEPP (Ocean)

86-90p: provisional dataInterpretation: among young people born between 1986 and 1990, 85% of those withmanagement-level or intermediate professional fathers attained their baccalauréat comparedto 57% of young people with white- or blue-collar parents.

01 Baccalauréat graduation rate according to generation and socialbackground

Metropolitan France

Sources: Insee, Employment surveys; calculations: MEN-MESR-DEPP

2009-2010-2011p: provisional dataInterpretation: of 100 children of white- or blue-collar workers leaving education in 2009-2010-2011, 31 obtained a higher education qualification, 29 had as their highest qualification a baccalauréat,20 a BEP or CAP and 20 had a brevet or no qualifications at all.

03 Qualifications of young leavers according to social background (leavers in 2002-2003-2004 and 2009-2010-2011)

Metropolitan France

Source: calculations: MEN-MESR-DEPP on the basis of the Insee Employment surveys of 2003, 2004 and 2005 grouped together on the one hand and of 2010, 2011 and 2012 grouped together on the other.

ne of the challenges of the Guidance andPlanning Law for the Future of Schools of 23

April 2005 was to promote the professionalintegration of young people. Being qualified is amajorassetagainstunemployment,evenintimesofrecession. In 2012, 67% of young people aged 15 to24 had not completed their initial education, 9%combined their education with a job . Ofthe 33% young people who had completed theireducation, six out of ten were in employment, two inten were unemployed and two in ten were inactive.Young people were more prone to unemploymentthan the rest of the population. According to Insee,inthe4thquarterof2012,theunemploymentrateofthe whole active population was 10.2% whereas itreached 25.7% among 15-24 year olds. Moreover,the risk of unemployment increases as the level ofqualification declines. For individuals havingcompleted initial education more than four yearsago, 47% with nothing more than the brevet descollèges or no qualifications whatsoever wereunemployed in 2012 compared to 24% of youngpeople holding a CAP, BEP or baccalauréat as theirhighest qualification and 10% of higher educationgraduates .

Young people’s employment rate is more sensitiveto economic variations. Between 2008 and 2009, aperiod of recession, the unemployment rateincreased by 6 points for all people having leftschool between one and four years and by morethan 11 points for those with the brevet descollègesatmost.Inversely,between2009and2011,a period of timid economic recovery, the

unemployment for young leavers fell very slightly.This reduction was stronger among theunder-qualified (- 4 points) compared to 1 point forleavers having completed secondary education.The unemployment rate of higher educationgraduates stagnated over this period. Theunemployment rate, in February 2011 and inFebruary 2012, of young people having leftsecondary education in June the previous year wasmuch higher for vocational or technological bacca-lauréatgraduatesthanforCAP-BEPholders,regar-dless of the specialism : more than 14points difference in 2011 and 12 in 2012. After adrop linked to the poor economic situation in 2008,the employment rate in February 2012 was veryclose to that of February 2011.

To better understand the ties between educationand professional integration in different countries,the OECD makes a difference between youngpeople’s situations with respect to education andwork. Young people aged 15 to 29 years tend tocontinue their education and training for longer inFinland, the Netherlands and Sweden than in theUnited Kingdom and Spain. They are more likely tohave a job in the Netherlands, Australia, UnitedKingdom and Germany than in Hungary or Italy.A significant proportion of students in the Nether-lands, in Australia and in Germany tend to work atthe same time, as young people enjoy concurrentopportunities in business and education. Incontrast, high proportions of young people aged15-29 years do not continue education or findemployment in Spain and Italy.�

The unemployment rate of apopulation is the ratio between thenumber of unemployed in thepopulation and the number ofemployed people (unemployed +employed) in the population.

Graph02 concerns theunemployment of young personshaving completed their education1 to 4 years ago, in compliancewith the Inseeemployment-training appraisal.The source is the InseeEmployment survey which showsa major break in series between2002 and 2003, moving from anannual to a quarterly survey rate.

Graph 03 is taken from the surveyon upper secondary school leavers’transition into working life (TWL)which was conducted in February,about seven months after they hadleft education. This survey coverspupils leaving the final year oftechnological or vocationaltraining or vocational second yearin lycées.

Graph 04 illustrates data from theC5.1a table of Education at aGlance 2013 and is based onEuropean and national surveys onlabour forces and the population.Formal education and training aredelivered by institutions and leadto qualifications.

Sources: MEN-MESR DEPP Insee(Employment surveys), OECDCoverage: Metropolitan France andMetropolitan France + Dom excludingGuadeloupe and Mayotte

Results


29

70 I 71

Almost two-thirds of young people aged 15-24 were still in initial education in 2012.The unemployment rate for young people having recently left the education systemgrew faster than for the rest of the population in times of recession.The rate for young people leaving school without qualifications or with only the brevetwas much higher, regardless of the economic situation.

Qualifications and exposure to unemployment 29

* including the 1% of young people in initial training who are unemployed according to the ILOdefinition.Interpretation: in 2012, 58% of young people aged 15 to 24 are in initial education which theydo not combine with a job. 9% of young people declare that they are both in employment andinitial education.

01 The situation of young people aged 15 to 24 in 2012

Metropolitan France, provisional data


Interpretation: on 1st February 2012, 56% of vocational baccalauréat graduates specialising inproduction, having left school in 2011, were in employment.Coverage: students leaving after a final year of training or second year at vocational lycée,interviewed seven months after the end of their studies.

03 Employment rate as at 1st February of upper secondary schoolleavers, according to their highest qualification

Metropolitan France + DOM excluding Mayotte and Guadeloupe

Source: MEN-MESR-DEPP, TWL surveys* Average without Japan

04 Employment and education of 15 to 29 years olds (1st quarter 2011)


2010-12p: provisional dataInterpretation: in 2012, 20.4% of young employed people having completed their initial education1 to 4 years ago were unemployed according to the ILO definition.NB: until 2002, Employment surveys were conducted at the start of the year, often in March.Since 2003, it is a continuous survey throughout the whole year. Moreover, there was a break inseries between 1989 and 1990.Coverage: young people having left their initial education 1 to 4 years ago and who are employed.

02 Unemployment rate of young people having left initial education1 to 4 years ago, according to the highest qualification gained,from 1978 to 2012 (%) Metropolitan France, 2010-2011-2012 provisional data


n 2012, young secondary school graduateshaving left education one to four yearspreviously

mainly held positions as white-collar workers orblue-collar workers Among them,graduates with a baccalauréat at the mostprimarily occupied qualified white-collar (24%) orintermediate profession positions (21%); thosewith a CAP or BEP at the most occupied skilledblue-collar (26%) or unskilled office (24%)positions. Those without any qualifications orbrevet at the most tended to be unskilled officeworkers (25%) and blue-collar workers (28%).Qualified school-leavers much less frequentlyoccupied management or intermediate professionpositions than higher education graduates: 27%for baccalauréat graduates against 59% of shorthigher education diplomas (DEUG, BTS, DUT) and82% of long higher education degrees (bachelordegree and more).

Although the qualification is decisive to access ahigher or intermediate profession,the social originand gender also play a role .For agiven qualification, children whose father worked(or used to work if he doesn’t work anymore) as amanager or intermediate profession (including as ateacher)weremoreoftenemployedasmanagersorintermediate professions than children of

blue-collar or white-collar workers; in 2012, 28points of difference over all qualifications, 12points when the individual’s highest qualificationwasthebaccalauréatand10pointswhenitwasthebrevet des collèges. Moreover, in general, womenoccupied these positions more often as their levelof education and qualification was considerablyhigher than that of men. However, if we restrict thefield to holders of a baccalauréat at most, menmore often occupy a management or intermediateprofession position than women with the samelevel of qualification.

The higher the qualifications of employed persons,the higher their salary . Wages also varysignificantlyaccording toage.Forexample,in 2012,therelativemedianwagegapbetweenmenholdingat most a baccalauréat and those holding at most aCAPor BEPwas clearly greater when aged between45 and 54 than when they were between 15 and 24.Although women did better at school than men,theydeclaredthemselvestobelesswellpaidforanequivalent qualification. Again, this wage diffe-rence exists right from the first years after leavingeducation and tends to increase with age.�

The term leavers refers to youngpeople who have recentlycompleted their initial training:between one and four years fortable 01 and one and ten years forgraphs 02 and 03. Groupingtogether work experience in thisway is a means of having largeenough samples for analysesconducted here and is consistentwith the methodology used in theInsee Employment trainingappraisal.

The social origin is assessed bythe socio-professional category ofthe parents, with priority given tothe father.The socio-professional category ofa retired or unemployed person isthat of his or her last employment.The father’s profession takesprecedence over that of themother and the mother’sprofession replaces it when thefather is deceased or when hissocio-professional category isunknown.

The median wage is the wage forwhich half the individuals gainmore and half less. Table 04 takesinto account all people in full-timework in the public or privatesector.

Sources: MEN-MESR DEPP,Insee (2012 Employment surveys)Coverage: Metropolitan France

Results


30

72 I 73

The higher the qualification obtained by a young person, the higherthe socio-professional category and salary when he or she found a job.Young women tended to have more qualifications and therefore had higherqualified jobs than young men, but men had higher salaries for equivalentqualification level.

Qualifications, social status and salary 30Long

highereducation

qualif.

Shorthigher

educationqualif.

Bacca-lauréat CAP-BEP

Brevetor noquali-

fications

Self-employed 1 1 3 3 2

Managers and intellectualprofessions 47 2 6 0 0

Intermediate professions 35 57 21 9 13

Qualified white-collar workers 10 21 24 17 18

Unqualified white-collarworkers 5 8 18 24 28

Qualified blue-collar workers 1 6 15 26 14

Unqualified blue-collar workers 1 5 12 21 25

Total 100 100 100 100 100

Interpretation: in 2012, 57% of young people leaving initial short higher education courses1 to 4 years previously occupied intermediate profession positions.Coverage: young people declaring themselves to be employed in 2012 and having left initialeducation 1 to 4 years ago.

01 Socio-professional category in 2012 of young employed peoplehaving left initial education 1 to 4 years ago (as %)


Source: Insee, Employment surveys; calculations: MEN-MESR DEPP

15-24 yrs 25-34 yrs 35-44 yrs 45-54 yrsMenLong higher educationqualifications 1,600 2,250 2,850 3,600Short higher educationqualifications 1,350 1,800 2,250 2,650Baccalauréat graduate 1,200 1,600 1,900 2,300CAP/BEP 1,300 1,500 1,650 1,850Brevet or no qualifications 1,050 1,450 1,550 1,650Total qualifications (*) 1,300 1,750 2,000 2,200WomenLong higher educationqualifications 1,400 1,850 2,150 2,550Short higher educationqualifications 1,300 1,650 1,900 2,200Baccalauréat graduate 1,100 1,400 1,500 1,800CAP/BEP 1,200 1,300 1,400 1,500Brevet or no qualifications 1,000 1,300 1,300 1,400Total qualifications (*) 1,200 1,600 1,750 1,850

Interpretation: in 2012, the median salary of men holding the baccalauréat aged 15 to 24in full-time employment was €1,200 per month.Coverage: young people declaring themselves to be in full-time employment in 2012.(*) Total qualifications includes all higher and secondary education qualifications. The mediansalary is rounded off to the nearest €50.

04 Net monthly salaries declared in 2012 according to age andqualification levelMedian salaries of full-time employees in euros



Interpretation: in 2012, 35% of young people having left initial education 1 to 10 years agowho were holding the baccalauréat, in employment, whose father worked as a manager orintermediate profession, occupied management or intermediate professions.Coverage: young people declaring themselves to be employed in 2012 and having left initialeducation 1 to 10 years ago.

02 Proportion of young people occupying a managementor intermediate profession position in 2012, accordingto the diploma and social origin Metropolitan France, provisional data


Interpretation: in 2012, 29% of young men having left initial education 1 to 10 years ago whowere holding the baccalauréat and were in employment, occupied management orintermediate professions.Coverage: young people declaring themselves to be employed in 2012 and having left initialeducation 1 to 10 years ago.

03 Proportion of young people occupying a managementor intermediate profession position in 2012, accordingto the diploma and gender Metropolitan France, provisional data



(Filière) administrative,économique et sociale - Administration,Economics and Social Sciences Option.

Allocationderentréescolaire-Newacademicyearallowance.Adaptation scolaire et scolarisation des élèves handicapés -

Special needs and education for disabled pupils.(Personnel) administratif, technique, social et de santé -

Administrative, technical, management and supervision staff.Brevet d’études professionnelles - Certificate of vocational

education.Brevet d’études professionnelles agricoles - Certificate of

vocational education in Agriculture.Bureau international du travail - Higher vocational diploma.Brevet de technicien supérieur.Certificat d’aptitude professionnelle - Certificate of vocational

aptitude.Certificat d’aptitude professionnelle agricole - Certificate of

vocational aptitude in Agriculture.Certificat d’aptitude au professorat de l’enseignement

du second degré - Secondary school teaching certificate.Cycle d’évaluations disciplinaires réalisées sur échantillon

- Subject assessment cycles based on samples.Centre d’études et de recherches sur les qualifications -

Centre for studies and research on qualifications.Centredeformationd’apprentis-Apprenticetrainingcentre.Conseiller d’orientation-psychologue - Guidance counsellor /

Psychologist.Classe préparatoire à l’apprentissage - Apprenticeship

preparatory class.irection de l’animation, de la recherche, des études

et des statistiques - Directorate for Coordination, Research,Studies and Statistics.

Domestic expenditure on education.Directiondel’évaluationdelaprospectiveetdelaperformance-

Directorate for Assessment, Planning and Performance.Direction générale de l’enseignement scolaire - Direc-

torate-general for School Education.Direction générale pour l’enseignement supérieur

et l’insertion professionnelle - Directorate-general for HigherEducation and School-to-Work transition.

Direction générale pour la recherche et l’innovation - Direc-torate-general for Research and Innovation.

Département d’outre-mer - French overseas département.Directionduservicenational-NationalServiceDirectorate.

Écoles, collèges, lycées pour l’ambition, l’innovation et laréussite - Primary and secondary schools for ambition, innovationand success.

Économiqueetsocial-EconomicandSocialSciencesoption.Gross domestic product.

International Association for the Evaluation of EducationalAchievement. Directorate-General for research and innovation.

International Labour Organization.Institutnationaldelastatistiqueetdesétudeséconomiques-

French National Institute for Statistics and Economic Studies.Ingénieurs et techniciens de recherche et de formation -

Engineers and technicians for research and training.Institut universitaire professionnalisé - University institute of

professional education.Institut universitaire de technologie - Technology University

Institute.Littéraire - Literature option.

Loi organique relative aux lois de finances - Organic lawbearing on the laws of finance.

Ministère de l’éducation nationale - Department of NationalEducation.

Ministère de l’enseignement supérieur et de la recherche -Department of Higher Education and Research.

Organisation for Economic Cooperation and Development.PE: Priority Education.PEGC: Professeur d’enseignement général de collège - Lowersecondary school teacher.

Progress in International Reading Literacy Study.Programme for International Student Assessment.Réseau ambition réussite - “Targeting success” network

Réseau d’aides spécialisées aux enfants en difficulté -Specialised support network for children in difficulty.

Réseau de réussite scolaire - Network for educationalsuccess.

Scientifique - Science Option.

Acronyms

Section d’enseignement général et professionnel adapté - Adapted general and vocational education programme.SIES: Sous-direction des systèmes d’information et des études statistiques - Sub-Directorate for Information Systems and StatisticalStudies.ST2S: Sciences et technologies de la santé et du social (ex-SMS) – Health and social science and technology.

Sciences et technologies de la gestion - Management sciences and technology option.Sciences et technologies industrielles - Industrial sciences and technology option.Section de techniciens supérieurs - Undergraduate-level technicians preparing a BTS.Territoire d’outre-mer - French overseas territory.

(Personnel) technicien, ouvrier et de service - Technicians, operators and service staff.Validation des acquis de l’expérience - Validation of acquired experience.

French nomenclature defined by the Commission statistique nationale de la formation professionnelle et de la promotion sociale.left education after the middle years of lower secondary education (1st,2nd and 3rd years of collège) and one-year pre-vocational

courses.left education after the final year of lower secondary school (final year of collège) and the middle years of short upper secondary

courses (CAP, BEP).left education after the final year of short upper secondary courses (CAP, BEP) and the middle years of the long upper secondary

courses (1st and 2nd years of general, technological and professional lycées).left education after the final year of long upper secondary courses and from higher education with no qualifications.

LevelIII: lefteducationwitha“baccalauréat+2years”qualification(DUT,BTS,DEUG,trainingcollegesinhealthandsocialservices,etc.).Levels II and I: left education with a qualification equivalent or superior to a university (bachelor’s) degree.

ISCED: International Standard Classification of Education.primary educationlower secondary educationupper secondary educationpost-secondary education not included in higher education (practically non-existent in France)first- and second-cycle higher educationthird-cycle higher education (PhD research)

Developed by Unesco in the early 1970s, this classification system was revised and approved in 1997, following broad international consul-tation. It is a tool designed to produce comparable education and training statistics for all nations and to breakdown pupil and studentnumbers,flows of graduates and human and financial resources according to a common scale of education levels.It also serves to define theschool population by education level.The level of education taken into account is defined as successful study recognised by a qualification:thus, in France, individuals with an ISCED3 level qualification have attained at least a CAP, BEP or baccalauréat. ISCED was revised in 2011.The new ISCED will be enforced in 2014.

Eurypedia aims at presenting the most comprehensive and accurate picture of education systems and reforms in Europe.The encyclopediacontains a glossary of terms regarding the French educational system:https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/France:Glossary

Education Levels

The Department of National Education takes part in the national debate on French education system by guaranteeing citizens andspecialists access to the information and analyses in its possession. As such, it encourages better use and the broadest possiblecirculation of statistical information of this document. The content of the State of Education is thus available on the institutionalwebsite.

Consult the State of Education on line at the following address:www.education.gouv.fr/statistiques/l-etat-de-l-ecole

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The directorate for Assessment,Planning and Performance of the Department of National Education publishes a range of documentspresenting complete statistical data resulting from systematic surveys but also series of analytical indicators, methodological orsummary articles, results of studies or research. As well as providing succinct data contained in The State of Education, they offerdetailed insight into our country’s education system.

Repèreset référencesstatistiquessur les enseignements,la formation et la recherche

74 %

27

99910

25 633

637

27

L’environnement économique et social

Le contexte scolaire

Les moyens et les ressources humaines

Les parcours scolaires et les résultats

27

99

Géographiede l‘École

n° 10 (mars 2011 )

&&n° 82 [octobre 2012]

Éducationformations

Conditions de scolarisation etfacteurs de réussite scolaire

13.17AOÛT

i n f o r m a t i o nnote d’

Les concours de recrutementde professeurs des écolesdans l’enseignementpublic à la session 2012

5 130 postes ont été ouverts aurecrutement 2012 d’enseignantsdu premier degré public(95,6 % aux concours externes,4,4 % aux concours internes).Les candidats sont à peu prèsautant à se présenter aux concoursexternes que l’année précédente,pour davantage de postesà pourvoir (+ 58,2 %). Le tauxde réussite (26,2 %) a doncfait un bond de neuf points.Très contrasté selon lesacadémies, il varie de 6,8 %à 50,5 %.La quasi-totalité des postes a étépourvue aux concours externes,contre 89 % aux concours internes.Plus de deux admis sur troisaux concours externes sontdes étudiants. La proportionde femmes est en hausse auxconcours externes (87,2 % desadmis), renforçant la féminisationde la population enseignantedu premier degré public.Plus de neuf lauréats sur dix auxconcours externes sont titulairesd’un master 2, ou engagés dansla finalisation du diplôme.

C’est par voie de concours que le ministèrede l’éducation nationale recrute les ensei-gnants du premier degré public et les faitaccéderaustatutde fonctionnaire titulaire.À la session 2012, 5 130 postes ont étéouverts aux concours de recrutement deprofesseurs des écoles. 4 903 ont étéréservés aux concours externes, dont 200au troisième concours et 102 au concoursexterne spécial langues régionales(tableau 1). 130 postes ont été ouverts aupremier concours interne, concours ouvertuniquement aux instituteurs titulaires, et97 postes aux seconds concours internes.De plus, dans le cadre du plan d’urgencedécidé par le gouvernement, 1 000 postessupplémentaires de professeurs des écolesont été créés. Ils ont été pourvus par lerecours aux listes complémentaires.

CONCOURS EXTERNES :MÊME PROPORTION DECANDIDATS PRÉSENTS QU’EN2011 POUR DES POSTES OUVERTSBEAUCOUP PLUS NOMBREUX

18 617 candidats se sont présentés auxconcours externes 2012, soit 45,2 % desinscrits. En 2011, ils étaient à peu prèsautant à s’être présentés (18 136, soit43,4 % des inscrits) (graphique 1) pour unnombre de postes sensiblement inférieur

(3 100) . Mais dans une perspective de pluslong terme, la session 2012 marque l’arrêtde la baisse continue des candidatures,simultanée à celle du nombre de postesouverts. En 2011, la baisse de participationau concours était accentuée par l’entréeen vigueur de la réforme de la « mastérisa-tion » selon laquelle les futurs enseignantsdoivent attester d’un niveau master 2(bac + 5) pour se présenter aux concours,réduisant les viviers potentiels decandidats.Ces tendances font que le taux de réussite(nombre d’admis rapporté au nombrede présents), fluctuant autour de 20 %depuis huit années, s’améliore nettementen 2012 (26,2 % au lieu de 17 % en 2011).Autrement dit, le concours devient moinssélectif avec moins de 4 candidats présentspour un poste offert en 2012, contre6 candidats en 2011. Comme les annéespassées, près de 100 % des postes offertssont pourvus.

LA CONCURRENCEEST MOINS FORTE EN 2012MAIS RESTE CONTRASTÉESELON LES ACADÉMIES

La moyenne nationale de 3,8 candidatsprésents pour un poste aux concoursexternes masque une grande dispersionacadémique, de 1,7 en Guyane, 2,0 à Créteil,

Direction de l’évaluation,de la prospective et de la performanceDirectrice de la publication : Catherine MoisanSecrétaire de rédaction : Marc SaillardMaquettiste : Frédéric VoiretImpression : DEPP/DVEDEPP, Département de la valorisation et de l’édition61-65 rue Dutot – 75732 Paris Cedex [email protected] 1286-9392

Repères et référencesstatistiquespresent all statistical informationavailable on the French education andresearch system, broken down into180 themes. This vast set of datahelps to shore up the debate on theoperation and results of schools.

Information notestake stock of one of the recurrentor isolated aspects of the educationand give essential data of the latestsurveys and studies in syntheticand clear form.

Géographie de l’Écolepresents the major dataof the education systemin their geographic diversity:training offers, means andhuman resources, educationalpathways and results.

Articles of the

,review, through studiesundertaken by specialists,cover the major issues ofeducation, vocational trainingor research.

Cet ouvrage est édité par le

Direction de l’évaluation,de la prospectiveet de la performance61-65, rue Dutot75732 Paris cedex 15

Catherine Moisan

Paul Esquieu

Benjamin BeaumontLinda Ben AliGérard BriaudAgnès BrizardÉric Chan-Pang-FongMarc ColmantSophie CristofoliJean-Pierre DalousAurélie DemongeotRenaud DescampsMireille DuboisFrancine DupouyÉmilie GarciaThomas HuguetMartine JeljoulJérôme KropCéline LambertMarion Le Cam


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Benjamin BeaumontLinda Ben-AliGérard BriaudAgnès BrizardÉric Chan-Pang-FongMarc ColmantSophie CristofoliJean-Pierre DalousAurélie DemongeotRenaud DescampsMireille DuboisFrancine DupouyÉmilie GarciaThomas HuguetMartine JeljoulJérôme KropCéline LambertMarion Le Cam


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